Co-Constructing Learning Ecosystems (Co-CLE)

Co-Constructing Learning Ecosystems (Co-CLE)

Customized professional development and community-building workshops that promote both wellness and deep learning by co-constructing healthy learning ecosystems that attend to the heart, exercise the mind, and engage the will power.

Through all our learning ecosystem offerings, we experiment in an environment that values both Wellness and Deep Learning, we are socially and emotionally safe to engage in a dialogue and develop transformative and sustainable practices and we are unafraid to ask difficult questions, to challenge the status quo and to engage in divergent thinking as we know that perspectives and cognitive conflicts lead to internal and collective growth.

Learning Ecosystems Macro View

Learning ecosystems are healthy and sustainable learning scapes that are intentionally co-constructed to optimize wellness and deep learning. The learning ecosystems we propose rely on a set of beliefs to integrate in order to intentionally create the conditions for autonomous motivation in our community of learners and leaders. There are 30 practices that we unpack and that make the learning ecosystems tangible.

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Digital Learning Ecosystems

We have been in the 21st Century for two decades, the future is now. We want technology to be an accelerator of learning, and provide opportunities for all learners to express themselves, learn at a deep conceptual level and become self-directed.

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Language Acquisition Learning Ecosystems (French) 

Effective French language acquisition requires a concept-driven and inquiry-based approach. We are drawing from the Silent Way approach to develop visible and tangible learning situations.

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Family Ecosystems

Parents and/or caregivers have an essential role in accompanying children as they grow and become independent. With our Family Ecosystems offering, we empower families to develop a strong bond based on trust. We propose several learning experiences to support the co-construction of the optimal conditions for children to drive themselves, develop autonomous motivation and flourish.

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Our process invites learning by activating curiosity through listening & inquiring, engages participants by developing strong relationships and provides a sense of control and autonomy so that participants can thrive.

Before the workshop: Visualizing future aspirations

  • With leadership: Every consultation with schools starts with a coaching session where we identify the aspirations and goals and imagine what it could look like, feel like and sound like when we have achieved it. What examples of evidence will we observe that will tell us it made a difference and a significant impact on learning?
  • With participants: We find out what participants already know, are able to do and understand about the future topic of the workshop in order to ensure differentiation. After analyzing the data, the school / organization receives a personalized video and an agenda to share some details about the upcoming event so people know where we are going and have an opportunity to ask questions or contribute ideas beforehand.

During the workshop (the core process has 4 phases)

1. Taking a deep breath and exploring

Oftentimes the issues we face remain unsolved due to lack of awareness. When we spend the time to pause and think about the problem and understand its implications, we are more likely to find the resourcefulness within us and within our community to find ways to overcome the issue.

Therefore, we like to start with a community session to build relationships, engage in deep listening and co-sense what might be the problems and opportunities in relation to our topic. This allows participants to be collectively aware and exercise flexibility to be able to see the macro vision (zooming out). This allows for participants to reconnect with their source of inspiration, practice compassion, and feel interconnected.

This stage may include a listening circle with various protocols that invite members to share their thoughts and experiences while resisting the urge to respond.

2. Realigning to and committing to action

Our second stage energizes participants with ways to stretch thinking and re-empower themselves. During this phase, we slowly specify ways to resolve the problem faced by realigning to the school’s identity and values. We zoom in and with courage, we engage in quick prototyping to test our solutions. We discuss success criteria and exercise efficacy.

3. Experiencing flow

The third phase is about celebrating our “I CAN power”, feeling in control and empowered. This time allows participants to start personalizing their learning and adapting their ways to achieve their goals within their specific context (e.g. within their team and classroom). It is an exciting time when everyone is energized and feels optimistic. Participants get to choose amongst various experiences to dive into. We develop criteria for self-assessment so we have systems we can use sustainably, autonomously, and that cause self-accountability to ensure progress.

4. Reflecting into action 

As we close our inquiry, we engage in reflection, share takeaways and draft questions to continue exploring. Oftentimes, we intentionally write a collective recap of what we want to pay less attention to and more attention to / what we want to let go of and let come and we draft the questions that remain to be explored to elevate our collective awareness and make a greater impact on the system.

After the workshop

An online follow up via video calls (individual / teams, staff meetings) is a useful way to increase the impact and receive further guidance based on needs and aspirations. This allows everyone to keep the flame burning, explore questions, or share stories. It’s often a time to share further resources to go deeper.

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