D. Participatory techniques 21. Selected participatory techniques are outlined below. Presentation and discussion 22. Following a presentation (as described above), an informal discussion is useful to clarify points and facilitate the process of translating ideas into practice. Such discussions are conducted by the presenter, who should try to involve all participants. It is useful for presenters to have a prepared series of questions available to initiate the discussion. 23. At the conclusion of the presentation and discussion, the presenter should provide an overview or summary. Presentations should be supplemented with pre-prepared visual aids or study materials distributed in advance to all participants. Panel discussion 24. The formation of a panel of presenters or experts, possibly following a presentation by one or more of them, has frequently been shown to be a useful training device. Such an approach is particularly effective when presenters have expertise in different aspects of a topic, because of their professional backgrounds or countries of origin. Ideally, human rights experts should be included on the panel, together with experts in the relevant professional field. 25. One presenter should act as facilitator, to enable the widest possible participation, to ensure that participants’ needs are met and to provide an overview or summary at the conclusion of the discussion. This method should include direct exchanges between panel members themselves, and between the panel and the audience. Working groups 26. These are created by dividing a course into a number of small groups of a maximum of five or six participants. Each group is given a topic to discuss, a problem to solve or something concrete to produce, within a short time period – up to 50 minutes. A facilitator may, where necessary, be assigned to each group. The course is then reconvened and the results of the deliberations of each group are presented to the full class by a spokesperson for the group. The course participants can then discuss the topics and the response of each group. Case studies 27. In addition to dealing with discussion topics, working groups can consider case studies. These should be based on credible and realistic scenarios which are not too complex and which focus on two or three main issues. Case studies should require participants to exercise their professional skills when responding to them and to apply human rights standards. 28. The scenario for a case study can be presented to participants for consideration by them in its entirety, or be “fed” to them sequentially as a developing situation to which they have to respond. 12