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Une organisation à but non lucratif vouée au développement des collectivités et des régions du Québec. Le développement collectif se réalise par le croisement des perspectives, des expertises, des savoirs, des regards, des compétences, etc. C’est la contribution d’une diversité d’actrices et d’acteurs qui permet de faire le tour d’une situation et d’agir sur elle pour mener des changements collectifs. Qu’est-ce qu’une partie prenante? Reconnaître les parties prenantes et leurs contributions Les principaux types de contribution Qui réunir quand? – Différentes approches Favoriser l’engagement des parties prenantes

Ce document se veut un guide de référence pour le PIC phase 2 qui présente ses éléments les plus importants afin que toute la communauté PIC s’appuie sur des principes directeurs et des apprentissages communs.

Ce document se veut un guide de référence pour le PIC phase 2 qui présente ses éléments les plus importants afin que toute la communauté PIC s’appuie sur des principes directeurs et des apprentissages communs.

Les recherches en éducation s’enracinent profondément dans la réalité complexe des phénomènes d’enseignement et d’apprentissage, convoquant les acteurs de la recherche et de l’éducation à appréhender cette complexité dans un travail commun. L’inscription de ce travail dans une perspective participative ou collaborative nécessite une intelligibilité accrue des processus collaboratifs à l’oeuvre et des défis qu’ils posent aux différents acteurs. Nous proposons dans cet article un modèle théorique des processus de collaboration fondé sur une construction épistémologique et méthodologique croisant des cadres théoriques issus de l’anthropologie, de la psychologie, de la philosophie, de la didactique et des sciences du langage, avec pour ambition de créer une meilleure intelligibilité des processus à l’oeuvre dans les recherches participatives en éducation.

The dependence on digital technologies has seen a significant increase during COVID-19 pandemic, to ensure that social connectivity and work goes on, in spite of lockdowns and the physical controls on movement. Though digital learning is expected to create abundant life-long learning opportunities for learners worldwide in this challenging time, there is a danger to further impose inequalities and inadequate access to quality education and life-long learning for the unconnected or poorly connected population. This paper shares our experience of reengineering a MOOC platform as `Community led MOOCs' to serve the learning needs of most under represented single mother communities in Bario - a remote settlement of Kelabits in the Borneo Island of Malaysia. This paper then explores TRIZ based heuristic models to address the socio-technological barriers to lifelong learning and proposes TRIZ principles that can trigger social innovation and creativity in designing lifelong learning solutions for rural communities.

The dependence on digital technologies has seen a significant increase during COVID-19 pandemic, to ensure that social connectivity and work goes on, in spite of lockdowns and the physical controls on movement. Though digital learning is expected to create abundant life-long learning opportunities for learners worldwide in this challenging time, there is a danger to further impose inequalities and inadequate access to quality education and life-long learning for the unconnected or poorly connected population. This paper shares our experience of reengineering a MOOC platform as `Community led MOOCs' to serve the learning needs of most under represented single mother communities in Bario - a remote settlement of Kelabits in the Borneo Island of Malaysia. This paper then explores TRIZ based heuristic models to address the socio-technological barriers to lifelong learning and proposes TRIZ principles that can trigger social innovation and creativity in designing lifelong learning solutions for rural communities.

Creative collaboration happens when a creative process is undertaken by two or more individuals, teams, entities, or organizations for a project or challenge of common concern. Typically, the project is too challenging to be undertaken alone; and if done satisfactorily, the outcome is would be both novel and useful. Members can collaborate either physically or remotely through electronic (online creative collaboration) or other means at all or different phases of the project.

Creative collaboration happens when a creative process is undertaken by two or more individuals, teams, entities, or organizations for a project or challenge of common concern. Typically, the project is too challenging to be undertaken alone; and if done satisfactorily, the outcome is would be both novel and useful. Members can collaborate either physically or remotely through electronic (online creative collaboration) or other means at all or different phases of the project.

Responsible Innovation can be the corporate answer to tackle the grand societal challenges. However, companies still have not implemented the concept in their daily innovation practices. Furthermore, citizens, as the voice of societal needs and issues, only have been involved in corporate innovation processes (design thinking, co-creation) on a very limited scale. This raises the question on how to enable the participation of citizens in corporate innovation processes in an effective and efficient way. Therefore, certain quality criteria need to be defined and tested, which has not been researched before in such a context. The aim of this exploratory case study, thus, is to develop and test quality criteria of citizen participation and find out what quality companies can reach in 20 pilot-workshops all over Europe.

There have been many creative responses to modern economic, political and technological developments and their (un)intended social and ecological consequences. These responses provide the soil for the type of social innovation identified in this article: citizen innovation as niche restoration. It is about civic action that creates novelty by seeking to restore the places and practices citizens already value. Drawing from an in-depth case study on decentralized water management, the concept of citizen innovation as niche restoration is explored, and its implications for political participation and sustainability discussed.

This article serves as an introduction to the FQS special issue "Participatory Qualitative Research." In recent years there has been a resurgence of interest in participatory research strategies. The articles in this special issue come from different disciplines. Against the background of concrete empirical research projects, they address numerous conceptual considerations and methodological approaches. After reading the contributions, and engaging with the authors' arguments, we were prompted to focus in particular on those areas in which further work needs to be done. They include, on the one hand, fundamental principles of participatory research, such as democratic-theory considerations, the concept of "safe space," participation issues, and ethical questions. And, on the other hand, we focus on practical research considerations regarding the role and tasks of the various participants; specific methodological approaches; and quality criteria—understood here in the sense of arguments justifying a participatory approach. Our aim is to stimulate a broad discussion that does not focus only on participatory research in the narrower sense. Because participatory methodology poses certain knowledge- and research-related questions in a radical way, it has the potential to draw attention to hitherto neglected areas in qualitative methodology and to stimulate their further development.URN: http://nbn-resolving.de/urn:nbn:de:0114-fqs1201302

Professeure de biologie cellulaire et de communication scientifique, je constate tous les jours que l’approche participative favorise le plaisir d’apprendre et de comprendre les sciences. Si les grands centres de sciences ont tous pris ce tournant, c’est parce que cela fonctionne. Allez par exemple faire un tour au Centre Pompidou à Paris, au Science World à Vancouver, ou au Centre des Sciences à Montréal, c’est très inspirant! Mais comment planifier un atelier participatif lorsqu’on est un communicateur-trice scientifique avec pour seuls outils son clavier et de maigres moyens? Votre atout le plus utile est sans doute votre créativité. Je vous propose ici une procédure simple pour structurer et créer votre premier atelier participatif.