Problem-driven design methods for organizing collaborative learning: learning circles and change laboratories

Abstract

Purpose This study aims to examine how two Nordic co-design methods, namely, learning circles (LC) and change laboratory (CL), support collaborative learning and system-level redesign in educational settings. The authors identify learning and facilitation principles that guide the application or combination of these methods and clarify how they enable sustained, democratic and expansive organizational development and transformation. Design/methodology/approach The study draws from two co-design cases conducted in multi-stakeholder educational settings. Using qualitative data from recorded discussions, facilitation materials, artifacts and other process documentation, the authors analyze how LC and CL organize inquiry, surface systemic challenges and support collaborative learning and organizational redesign. The authors also discuss the epistemological foundations, learning dynamics, facilitation practices and outcomes of the LC and CL cases. Findings Both LC and CL initiate collaborative learning through problem-driven design and inquiry. They support iterative reframing, cross-boundary understanding and collective agency. LC strengthens dialogical reflection, relational capacity and the articulation of locally meaningful criteria for change. CL enables the identification of systemic contradictions and the modeling, testing and consolidation of redesigned work activities. They both support reflection, sustainable collaborative learning and organizational transformation. Originality/value The authors discuss LC and CL as research-assisted methods for co-design. Rather than being isolated design events, both aim at nurturing long-term engagement in continuous learning. This analysis reconceptualizes co-design as an ongoing infrastructuring and a theoretically grounded learning process that integrates democratic traditions with expansive learning.