Why is distance co-development a powerful alternative to virtual classrooms?

To learn is to learn to act, not just to understand. A training begins when the theoretical transfer of knowledge ends and its practical application in reality becomes effective.

The anchoring of the theoretical contributions of training in practice is the key performance indicator of these training courses.

The author of this article: Yann Coirault

Senior consultant at CSP – remote codevelopment facilitator with SquareMeeting

The concept of the virtual classroom

In many “blended learning” courses (courses that combine distance and physical methods), the virtual classroom, a web conference enhanced by interactive features, is considered a good way to “find” learners after a face-to-face session and to allow them to share experiences, additional questions or even additional contributions.

Why does the virtual classroom not always achieve its goals?

Through a regularly observed lack of implementation of training content, sometimes a lack of preparation, limited interactivity despite the functionalities that allow it.

Remote codevelopment

Why does a remote CODEV session achieve these learning, step back and ownership goals?

The Professional Codevelopment Group, a Payette and Champagne approach theorized in the 90s, allows participants to improve their professional practice by working on real situations encountered on a daily basis.

ViTi-Coaching has developed the first online co-development solution to allow groups that cannot meet face-to-face or not on a regular basis, to benefit from the power of this method, remotely.

ViTi’s online co-development solution focuses the attention of the group, and develops listening among participants. She avoids the video channel for more concentration and attention to the reality of what is said and not to its visual interpretation, sometimes truncated from a distance.

How online codevelopment is transforming the experience of groups of learners

CODEV allows you to learn by presenting your own case but also by examining the case of a peer. The link has already been created during the face-to-face, which facilitates discussions and openness. The orientation of the cases in connection with what was seen during the face-to-face allows a strong anchoring. The participants plan before the session by being attentive in their daily life to what they can improve and unlock. Also when they arrive in session, they have already started to identify what they can put into practice from the contents of the training.

The phase of learning and engaging on an action plan for everyone guides action, and change. And this is what we are looking for as trainers, because to learn is first to learn to act.

Yann Coirault

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