In this section, you can have an overview and some guidelines for understanding education and learning approach or philosophy that can be implemented in the set-up and creation of collaborative spaces, as well as opening up training and learning opportunities to collaborative spaces and communities.

As an outstanding case of innovation in terms of learning methodology, one relevant reference is the Mondragon Team Academy, which is an international community of changemaker entrepreneurs, implementing an educational model adapted to the new way society is organized, that encourages teampreneurship® (a form of entrepreneurship in which an individual entrepreneur works and learns in a team that is composed of peers who are also entrepreneurs) through experimentation. The learning model focuses on a Learning by Creating methodology, in which the students are not taught about entrepreneurship, but are given the tools and opportunities to set up their own ventures. It is a radical learning experience where the concept of the team is the vehicle for growth and learning, This innovative methodology is inspired by the Tiimiakatemia finnish education programme, where learning doesn’t happen in classrooms isolated from the real world and education is accompanied by experts and coaches rather than by teachers.

Before starting the design of the educational programme within the collaborative space, you first need to understand Who is this programme for? Who is the specific target group?
Discuss this topic with the core team, always keeping in mind your vision and value proposition. Here you can find some examples:

• Students: Graduated / Undergraduate
• Adults: Unemployed / Professionals / Freelancers / Company members etc.
• Theme/Sector: What theme and sector will you cover? Are your contents transversal and multi-sectoral? Are knowledge, skills and competences required in particular occupations and on the labour market? Or rather are they useful to empower active citizenship?

You can also use this step-by-step guide and follow the indications of “Phase 2” of the “Kaospilot’s Vision backcasting framework” to define students and staff members.

What do users need? What do they need to know? What are their motivations and aspirations? Uncovering the answers to such questions through user research is essential for designing effective learning environments and programmes. This is the perfect opportunity to carry out a field research involving students, staff, workers, early adopters or any other user groups you wish to target.

Here you can find some examples of research activities: observation, survey, interviews, focus groups. You can also refer to these design tools (pages 3-11) to conduct a field research, empathize with potential users and download all the relevant information with your team.

As you did while conducting the first research (section “Build Your Community”), don’t forget to set a timeplan and research goals, so as to not get lost among data.

What is the added value of your training programme compared to traditional academic courses? How is it innovating and integrating the existing training offer?
Have a look at this project to get inspiration on innovative perspectives about the role of higher education. Read also this article to start an exploration of the ways institutions may look like in the future.

In the academic world, the Learning Pyramid (Sousa, 2001) argues that the more freedom for doing, experimenting and practicing learners get, the more meaningful and long lasting knowledge is acquired. The teacher’s role must therefore include a different range of activities, such as listening, reflecting, rephrasing, asking questions and offering alternatives and is less about knowledge transfer, instruction and direction. Having as main objective discovering and enhancing learning experiences in a team working environment.

As an example, MTA training approach programmes do not have a teacher, they have a team coach. Team coaching is a way of working that supports the development of the team in a non-directive manner, unlocking the potential of individuals and teams (Whitmore, 2009), following their rhythm, agenda, wishes and aspirations.

Learning is growingly a value not only created in higher education, but also in collaborative experiences and collaborative spaces. For this reason, its role in these experiences should be properly defined and related to the more general value proposition of a collaborative space. To do so, analyse your value proposition and try to define why your training program has a reason to exist, what is its added value and how it is aligned with the Vision. This tool could be helpful to carry out this activity together with the core team.

Finally, discuss with the team how your training and cultural programme is embedded within your service offer and space design. Some examples:

• Training programme and cultural events (both for providing contents and building a strong community, e.g. talks, workshops, launches..);
• Expert consultants and consultancies (both from external and internal experts);
•  Coaching and mentoring instead of traditional teaching, project spaces instead of closed classrooms.