Introduction to the learning tool


The Cooptic learning tool is based on educational principles that aim to accompany trainees along the path to autonomy and building their capacity to carry out informed actions. Trainees are the main focus of the teaching tool. These principles lead to the choice of teaching methods and resources that are articulated around three ideas: the crosscutting nature of knowledge and collaborative skills to be learnt; a link to the professional projects of trainees; and the use of the possibilities offered by digital tools to innovate in teaching practices.


What can be learnt with the Cooptic training?

The training contents favour the development of operational skills linked to the facilitation of cooperative projects: managing information, co-producing resources, starting network dynamics, group facilitation…
These contents are structured around 12 key concepts and 12 crosscutting collaborative skills:

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These collaborative skills are dealt with in parallel at three different levels:
  • at an individual level, training develops the engagement of a person in a collaborative project,
  • at a group level, training deals with understanding group dynamics, networks, groups and skills to manage a group,
  • a third level relating to the environment refers to openness factors and communication “outside” the network.


How is the learning done?

During a training period of 14 weeks, trainees work remotely and on-site following a progression in three parallel itineraries:

  • Individual itinerary:
On-line contents follow the stages in a network’s existence.
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  • Creation of the network: the group is established, a “group of individuals” becomes aware that it is a learning group.
  • The network becomes informed: exchanges on the projects lead to a set of common experiences and problems.
  • The network is transformed: individual and collective events are created in small-group collaborative work.
  • Network outreach: spreading the outcomes of the cooperation works outside the community brings value to it.
  • Network consolidation: this allows for an assessment and a reflexion on how to maintain the dynamics alive and how to open up to others.














  • “collective trainee” itinerary :
Trainees produce new contents collectively


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  • Project itinerary :
The creation of a collaborative project by the trainee is a pre-requisite, and the activities refer to this project throughout the training. During the first week, trainees introduce the context and the object of their project, and then test the methods and tools on their project, explaining the whole experience relating to their own personal learning process. At each of the three meetings, an update is given on how the training has contributed so far to the project’s progress. Training actions speed up the project in its professional context and the lessons learnt from the training reciprocally become more “tangible” since they are implicit in the action.






A pedagogy impacted by new technologies

A training ecosystem:
A methodology to move from “network facilitators” to “trainers of network facilitators”
A combination of on-site and distance exchanges using Internet-based tools
Using collaborative tools and methods during the training process.
Moments to exchange practices
Individual work on the trainees’ collaborative projects
Co-generation of knowledge: pedagogical training plans.