What we learnt from Cooptic

Hybrid training combining distance and on-site “learning” is an excellent tool for life-long professional development.

However, many conditions are required for this type of training tool to be a real learning ecosystem.
The Cooptic experience has reinforced our convictions regarding certain conditions for training to be successful in the digital era.

Training is no longer a pyramidal transmission of knowledge, where the person that knows passes information down to the person that is learning. It is a co-building of knowledge by networking available information, chosen by the trainers; individual knowledge and experiences that are collectively enriched by reflective exchanges. The training process is rendered explicit by the trainer so that the training provided enables the process of learning to learn.

People are at the centre of the learning process. But these people are easily connected to the world and to others thanks to the new technologies available.
In the training, Cooptic and Animacoop, its French equivalent, we have experienced the construction of learning communities that operate in a similar way to epistemic communities (cf. supra). Trainees publish articles and create training itineraries while gradually becoming active “amateur-experts”. This new quality in people that are training is a real conjunction of intellectual, pedagogical, and even democratic ambitions that really sets the grounds for the pleasure of learning.

The work of trainers changes because it entails several roles in parallel:

“Expert” trainer: is the reference for the subjects dealt with and transfers knowledge.
accompanist: is the person that structures and accompanies the group’s progression in a learning environment based on communication and exchange.
tutor: is the person creating an individualised link with each of the learners helping them to overcome the isolation induced by distance learning.
"technician": is the person that makes sure that all technical devices work properly.

These new "roles" fulfilled by one or more trainers require deep changes:

reconsidering “distance” as a space and time with multiple possibilities for interaction and learning. It is possible to learn, create links, work together and produce a resource in multiple ways:
- asynchronous distance contribution based on availability of a space for writing, sharing resources, exchanging via email or a forum,
- synchronous distance during video-conferences or exchanging practices between groups,
- on-site and distance at the same time…it is possible to organise a course on video-conference with two groups in parallel at two different sites.
making the relationship between trainers, learners and knowledge more horizontal. In the flow of information and exchanges, the trainer is just one element among many others.
adopting the "surf method "¹ ....accepting uncertainties and being brave enough to experiment during the process. Trainers are the ones guaranteeing the methodology: they create the balance conditions and do not necessarily master the form of co-production outcomes.

Innovation elements and the effects they have on the training tool and the cooperative learning

How Cooptic innovates	The effect on training	The effect on cooperative learning
Choosing a wiki as a training platform	Technical device that is easy to use with an intuitive configuration and carefully designed graphics. The trainer tries to minimize any possible technical difficulties.	Reduces difficulties for participation. Generates trust in the tools. Creates a feeling of pleasure. Encourages trainees to publish on the NET.
A common space and individual spaces	The wiki platform enables creating personal spaces that are easily linked to a collective support.	Belonging to the learning group is natural (common spaces). Individualised learning is possible (personal space).
Open contents	Courses are posted on-line and are accessible to all outside training times.	Freedom to refer to the courses at all times. Greater availability for activities and exchanges.
Learning contents that extend beyond those in the courses	Posting the course on-line “frees” time to accompany trainees along the process of acquiring skills.	Knowledge acquisition: "learning to learn" and "learning to work with others".
Modular structure	Contents are divided into units (granulated). The general itinerary is defined, but it can be modified during the training.	Building a more personal itinerary is possible.
Systematic approach	Contents are selected so they correspond to the activity as a whole, the collaborative network and to the different levels (individual, group, environment).	Acquisition of global perspective. Relatively complete study of the collaborative processes.
A multiplicity of structured itineraries	Modular course itineraries (the life of a network). Group activities itinerary (learning community). "professional project” itinerary (collaborative environment).	Multiple opportunities to deal with issues on cooperation and collaboration; put them into practice, facilitate them. Analysis of the collaborative process.
Gradual change in the size of work groups	Activities are programmed based on progression: individual exercise, work in pairs, in groups of 4 to 8	Practice on epistemic communities. Exercise on ephemeral groups (change in scale).
Networking and exchanging practices	The activity is conceived as a knowledge aggregator. The trainer provides the methodology.	Valuing experiences as a source of knowledge (reflective practitioner). A particular form of professionalisation (based on the experiences of others). Reinforcing self-esteem.
Co-production of contents	An evolutionary platform: everyone can add pages and text. The trainer accompanies the process and ensures it is consistent.	Active stance towards knowledge. The sense of creating a “common good”.
Notion of "presence" from a distance	A fine-tuned articulation of distance and on-site times. The effort of accompanying is placed on interaction between participants. “Distance” accompanying is systematized (fixed points with the trainers).	The effect of distance decreases or even transformed. Removing project and culture proximity methods.

For further information: epistemic communities

Epistemic communities can be defined as a (small) group of representatives who share a common cognitive aim to create knowledge and a common structure that enables a shared understanding. They are heterogeneous groups. Therefore, one of the first tasks for its members is to create a codebook, a form of "code of conduct", defining the aims of the community and the means to achieve these aims, as well as the rules of collective behaviour. Therefore, what distinguishes an epistemic community is, first and foremost, the procedural authority, that ensures progress towards the established aim while allowing participants a certain degree of autonomy.
The production of knowledge is done based on the synergy of individual specificities. This requires that the knowledge that flows within the community is made explicit. This is done by converting tacit individual knowledge into explicit and collective knowledge: the members of epistemic communities are united by their responsibilities to value a particular set of different knowledge. The aim of the assessment is therefore related to the individual contribution of effort towards a collective aim that is to be achieved, and the validation of the cognitive activity (production of knowledge) of each member is done by their peers based on the criteria established by the procedural authority. The same applies to the recruitment of new members in this type of groups: it is done by the peers, following the pre-established rules regarding the potential in new members to achieve the community’s aim.

Bibliography
Cohendet, P., Créplet, F. et Dupouët, O., (2003), Innovation organisationnelle, communautés de pratique et communautés épistémiques : le cas de Linux. Revue française de gestion, n° 146, 99-121.

1 Rosnay, Joël. Surfer la vie : vers la société fluide. Paris : Les liens qui libèrent, 2012