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The diversity of partners and approaches has led us to refine our first very classic approach to the AYCH process. With our exchanges with the partners of the youth services, the classical linear and processual journey from the idea to the incubation has gradually been enriched around an educational experience and a path, more adapted to the needs expressed by the participants in the AYCH project.

These first exchanges resulted in:   * The enrichment of the definitions of stages such as internship, residencies, incubation (incubation) or key technologies (Key Technologies) which have been expanded to “stick” to diversity profiles,   * The need to capitalize and have tools easily appropriated and online,   * The possibility of defining stages and its course rather than entering a fixed process.

One of the major difficulties of the project is to acculturate the young people at these stages, but also the partners of the youth services who do not have the same level of maturity on these approaches of entrepreneurship. How to translate this very technocratic process (incubation, key technologies, workshops) and finally very dedicated to students of higher education in a vocabulary adapted for all (youth and youth services)?

A consensus has been established for more flexible and easily accessible processes for all. It remained to implement this approach in practice: a design thinking workshop was proposed by the Nantes Atlantique design school to bring together the various stakeholders and make them work around this common goal.

On the occasion of the steering committee in Nantes, a first design thinking workshop brought together education professionals and experts (Clément Gault, Anaïs Jacquard, Oli Raud, Elizabeth Zahoui, youth professionals (Ashton Community Center , Plymouth Youth service …), and finally young people from the L'Ecole de design Nantes Atlantique to rethink AYCH “users” journey, the stages and the vocabulary It should be noted that the tool was then developed within the sustainable city design lab by students potentially eligible for the project The student team was multidisciplinary (product design, space), mixed and international (France, Mexico, South Korea, India), supervised by an interactivity designer.

The joint approach helped to define a first tool, AYCH quest or journey maker that made it possible to materialize the stages of the journey into a game, but also to broaden the definitions of the various stages.

The shift of the journey maker: move from a linear approach in diagram to a personalized approach according to the course of the young person.  

The steps (and English) were then reworked together with a working group dedicated to this approach (Dan Barton, Oenone Thomas, Eli Zahoui) in a more didactic approach: (starting the journey instead of creative jam, make it happen for residences, etc.)

• The tool is easily transportable or printable at the scale of each hub.
• The formal vocabulary is simple
• The honeycomb shape of the main stages of the course is designed to maximize the interactions between the stages.
• An application was thought out, but the animation is a game to maximize interactions.
• To guarantee anonymity, a photograph of the course and elements is made by the user at each stage of the course, with an avatar.

Presentation of the journey maker: an app. is considered but ultimately abandoned to maximize interactions.