TY - JOUR
T1 - Co-designing the Cabriotraining
T2 - A training for transdisciplinary teams
AU - Sergeant, S.
AU - Schippers, A. P.
AU - Sandvoort, H.
AU - Duijf, S.
AU - Mostert, R.
AU - Embregts, P. J. C. M.
AU - van Hove, G.
N1 - Funding Information:
A research duo interviewed 10 research teams in the Netherlands, all supported by ZonMW. We asked them about collaboration within their teams. In Table 1 , we provide an overview of the 10 research teams alongside our own research project “Working Together, Learning Together” (the seventh project in Table 1 ). Projects 1–7 were funded by ZonMW in research call 1; projects 8–10 were funded in a second call 2 years later.
PY - 2021
Y1 - 2021
N2 - BackgroundResearchers collected questions and needs for training from 10 inclusive research projects in the Netherlands. Based on literature research and the information collected, six training modules were developed. Researchers sought to learn how to develop and provide training and coaching to inclusive teams on organising collaboration in the different stages of their research projects.MethodAn iterative training development process to support inclusive research projects was initiated by a research duo backed by a transdisciplinary team including researchers, trainers and designers. Some members of the team have experiential knowledge based on living with a disability.ResultsLiterature research resulted in four guiding theories, including Universal Design for Learning, Derrida's concept of Hospitality, post-materialist theory looking at agency as an assemblage, and Romiszowski's model situated within Instructional Design theory. Insights gained during development of the training modules are documented with text, figures and vignettes. A core finding was the need to add "Level Zero" to Romiszowski's model: a collective term created for all the interacting issues trainers had to consider because of research group diversity.ConclusionsHospitality formed the heart of "Level Zero." Creating a failure-free space for learning is an important pre-condition for the development and organisation of training. Training can inspire exploration and reflection on collaboration and can illuminate how to conduct research within transdisciplinary teams. Essential practices included working with nonverbal research methods, as these are (more) fit for purpose when including the knowledge of experts by experience and incorporating practice- and stakeholder-based knowledge.
AB - BackgroundResearchers collected questions and needs for training from 10 inclusive research projects in the Netherlands. Based on literature research and the information collected, six training modules were developed. Researchers sought to learn how to develop and provide training and coaching to inclusive teams on organising collaboration in the different stages of their research projects.MethodAn iterative training development process to support inclusive research projects was initiated by a research duo backed by a transdisciplinary team including researchers, trainers and designers. Some members of the team have experiential knowledge based on living with a disability.ResultsLiterature research resulted in four guiding theories, including Universal Design for Learning, Derrida's concept of Hospitality, post-materialist theory looking at agency as an assemblage, and Romiszowski's model situated within Instructional Design theory. Insights gained during development of the training modules are documented with text, figures and vignettes. A core finding was the need to add "Level Zero" to Romiszowski's model: a collective term created for all the interacting issues trainers had to consider because of research group diversity.ConclusionsHospitality formed the heart of "Level Zero." Creating a failure-free space for learning is an important pre-condition for the development and organisation of training. Training can inspire exploration and reflection on collaboration and can illuminate how to conduct research within transdisciplinary teams. Essential practices included working with nonverbal research methods, as these are (more) fit for purpose when including the knowledge of experts by experience and incorporating practice- and stakeholder-based knowledge.
KW - INCLUSIVE RESEARCH
KW - PEOPLE
KW - collaborative practice
KW - empowerment issues
KW - intellectual disability
KW - teaching and learning
UR - http://www.scopus.com/inward/record.url?scp=85097973161&partnerID=8YFLogxK
U2 - 10.1111/bld.12357
DO - 10.1111/bld.12357
M3 - Article
VL - 49
SP - 230
EP - 246
JO - British Journal of Learning Disabilities
JF - British Journal of Learning Disabilities
IS - 2
ER -