The game steps

Step 1: Choose your organisation
If players are from the same organisation, then is should be played within that organisation’s boundaries. This is the format we recommend.
If the players come from a different organisation, the first player can pick one of the three cards that describe a possible organization to focus upon. If the first player does not have an Organisation Card among his cards, then the turn goes to the next player, and so on.
In the case of a game in which players come from different backgrounds and organisations, it is best that the player who decided on the type of organization to focus on, remains the source of information about this organisation throughout the whole game. This will help keep the scenario realistic. If other players have questions about possibilities or restraints within the organisation, they should always refer to the player who decided on the organisation type for more background information.

Step 2: Define your goals
Two green cards are put on the game board. (10 minutes)
This step defines the Goals you want to achieve by implementing social media into your organisation.
The first player picks a green Goal card, if he has one, discusses it with the group and then decides if it will be one of the goals.
The player can decide not to put the card and to pass on the turn to the next player.
A maximum of two Goal cards can be selected. If two Goals have been selected, the game goes to Step 4.

The seven green Goal cards are:
Facilitate Digital Inclusion entails making sure the youngster at risk of social exclusion is able to bridge the first, second and third digital divides, gaining proper and regular access to the internet, gaining the skills to make use of the internet and lastly, being guided and stimulated to use the internet in such a way that it can benefit the youngster:

  1. Improve Educational Attainment involves assisting youngsters in such a way that it benefits their school work
  2. Increase Employability Skills entails actions that are focused on preparing youngsters for an efficient transition into professional life
  3. Improve Communication Skills reflects actions aimed at increasing youngsters’ communication skills necessary to interact on an equal basis with peers, agencies and service providers and the wider community
  4. Foster Social Relations are those actions aimed at creating new and strengthening existing social ties between youngsters and their peers, family and support staff working with them
  5. Increase Community Participation focuses on encouraging participation in community groups, clubs and cultural events, but also bringing together people from different social backgrounds. All of this focused on allowing youngsters to transcend their current situation and gain benefits from interacting with people who can offer different points of view, new information, insights and opportunities
  6. Promote Active Citizenship are those actions aimed at encouraging a better understanding of the self and society and encouraging participation in local governance

Step 3: Define the organisation's readiness and get credit
All blue cards are put on the game board. (20 minutes)
This step will define how much credit your organisation has to later develop the activities and use tools that will consume the available credit.
The next player can pick a blue card, and then discuss the answer to the question with the other players. The card owner decides on the credits which reflect the organisation's position to that matter.
As this can be a difficult discussion when players come from different backgrounds and organisations, the player holding the card can decide the number of credits. They will reflect the situation in the organisation that was chosen at the start of the game. The player who chose the organisation will give some feedback on the actual situation in the organisation in order to make a more realistic estimate of the credits for each card.
All 8 cards will be discussed, one by one, by consecutive players. If a player does not have a blue card, the next player takes his turn.
Some ‘all-colour cards’ are in the deck. They can be played at any step of the game from now on. The player holding the card can decide what to put on the card and how much credit it will reflect.

The Credit cards (Blue):

  1. The management fully supports the introduction of social media
  2. Staff time is available for this purpose
  3. Money is available
  4. Stakeholders, including external partners, are aware of plans to integrate social media into the work
  5. The majority of staff support the introduction of social media into daily work.
  6. At least one person within the organisation has time and skills to work on the project
  7. The majority of staff involved have reasonable ICT skills
  8. The required ICT equipment, internet access and technical support are available

Step 4: Discussion
At this stage, one of the players briefly summarises to the other players the goals and readiness of the organisation.

Step 5: Decide on activities
Five gray cards are put on the board. (20 minutes)
A maximum of five activity cards (gray cards) can be played, in turn, by each player onto the game board.
The activities should be in line with the goals that were selected in Step 1 of the game.
Each activity is discussed with the group. The activities represent costs as indicated on each card. Do not worry (yet) if anticipated costs are greater than the credits available.
Some ‘all-colour cards’ are distributed throughout the deck. A player holding one such card can decide what activity to put on the card and how much cost it will reflect.
Possible activities are:

  1. Organise an online photo event where participants can share, tag and comment on each other’s pictures
  2. Support an already planned offline event with online activities
  3. Set up online chatting for counselling purposes
  4. Organise an online contest with a prize
  5. Connect the target group to online job sites to look for a job
  6. Train target group in the basics of safe internet access
  7. Train target group in how to look for a job or a suitable home
  8. Train target group to find websites that link to their field of interest
  9. Set up and use an online link to the school to support school work
  10. Set up and use online tools to link to the political or social network
  11. Set up and support young people to stay in touch with family and friends
  12. Organise an online forum for discussion

Step 6: Tools
Decide on the tools you will use to support the activities in Step 6.
A maximum of five tools cards can be put on the game board. (15 minutes)
Choose tools that will be used to organise the activities in Step 6, in line with the goals from Step 3.
Pick a maximum of five tools that best fit the activities. In turn, each player holding a white tools card, can put a card on the game board. Tools cards also involve costs because the set-up and maintenance of the tool will consume time and possibly money.
Some ‘all-colour cards’ will be used in the game. The player holding one of these ‘all-colour cards’ can decide what tool to put on the card and how much costs it will reflect.
Available tools are:

  1. Google Apps
  2. Provision of computers at the organisation base
  3. Social network service
  4. Online community services
  5. Flickr (or similar)
  6. Provide GPRS modems
  7. Provide computers to take home
  8. Virtual worlds
  9. Twitter (or similar)
  10. Ning platform (or similar)

Step 7: Sustainability
Make it sustainable
Four yellow ‘sustain’ cards are put on the game board. (10 minutes)
While you may have put together interesting goals, activities and tools, it is very likely that you will not have enough credit to pay for it all. Make a count of credits and costs and find out you how much you have extra and or how much you are short. In this step, you will be able to get some extra credits to make everything sustainable. The group is winning the game if it has enough credits to pay for the costs of its plans.
In turn, each player can choose a yellow card on the game board.
Some ‘all colour - cards’ are in the game. The player holding the card can decide what sustainability action to put on the card and how much credit it will reflect.
Possible sustainability actions:

  1. Involve a volunteer for support (10 credits)
  2. Find sponsors to finance your project (10 credits)
  3. Get free internet access for your youngsters (5 credits)
  4. Get free ICT training for staff (10 credits)

Step 8: Play the Joker cards: (5 minutes)
The first player holding a joker card leads a discussion in the group. These are the possible options for using the Joker cards::

  • Change one of the credits/costs (max value change = ±5) of one of the cards in Step 4, 6, 7 or 8 in order to reach a balance between available and spent credits.
  • Eliminate one of the activities and/or tools in order to spend less credits

This is part of a group discussion that should review the whole process.

Step 9: Round up
The Facilitator summarises the chosen activities, tools and sustainability tools that were selected, as well as the use of the Joker and then kick starts the Discussion Step in answer to the question "What lessons can be learned here that may be helpful in the real situation?"