What is a learning expedition?

Learning Expeditions are learning trips organized with the aim of immersing participants in ecosystems of innovation and creativity. They allow you to observe and analyze best practices, new ways of working, and emerging technologies. LEXs offer an opportunity to meet experts, to exchange with other professionals and to be inspired by successful experiences to better trigger or accelerate change within your organization.

LEXs pursue several objectives:

1. Promote learning and continuing education: by allowing participants to acquire new skills and learn about the latest trends in innovation, management, impact and technology.
2. Stimulate creativity and innovation: through the discovery of innovative ecosystems, participants can be inspired by best practices and develop new ideas for their own organization.
3. Strengthen the professional network: by offering the opportunity to create links with experts and professionals from around the world, thus promoting the sharing of experiences and collaboration.
4. Improve team cohesion: LEXs can be organized for groups of employees from the same company, thus promoting team cohesion and collaborative work.

Are Learning Expeditions a profitable investment?

LEXs represent an investment of time and money, but the benefits they provide are significant. Participants develop new skills, expand their professional network and acquire a global vision of trends and challenges in their sector. Businesses, for their part, can benefit from an improvement in the performance of their teams, a strengthening of the culture of innovation and a gain in competitiveness. In short, LEXs are a profitable investment in the long term, both for individuals and organizations.

To maximize the impact of a Learning Expedition, several elements must be taken into account:

1. The relevance of the program: It is essential to choose the themes and the speakers in line with the objectives and needs of the participants. A well-targeted LEX will allow for more effective learning and better integration of acquired knowledge.
2. Participants' involvement: Participants must be actively involved in the process and have an open and curious mind. It is important that they are ready to share experiences and learn from others to get the most out of the expedition.
3. Post-expedition follow-up: Organizers must follow up after the LEX to ensure that the learnings are well integrated and applied within the organization. Feedback workshops, working groups or coaching sessions can be set up to facilitate this process.

The growing awareness of environmental issues and climate change has led many organizations to rethink their practices and integrate sustainability into their activities. Organizing low-carbon Learning Expeditions (LEX) accessible by train is a response to this ecological concern, while making it possible to maintain the benefits brought by these learning experiences.

Reducing the carbon footprint of travel: Aviation is one of the major sources of greenhouse gas emissions, thus contributing to global warming. By opting for LEX that are accessible by train, we significantly reduce the carbon footprint of business travel. Trains, especially those that run on electricity, generate significantly fewer CO2 emissions per passenger compared to flying. Thus, choosing the train for LEX shows a commitment to protecting the environment and a desire to limit the ecological impact of these experiences.

Valuing local innovation ecosystems: Organizing LEXs that are accessible by train also makes it possible to highlight local and regional innovation ecosystems. Indeed, innovation hubs are not exclusively found in major global centers such as Silicon Valley or Singapore. Many cities and regions offer exciting learning and exchange opportunities. By focusing on nearby LEX, participants have the opportunity to discover innovation actors and best practices in their own region, thus promoting local development and cooperation between local actors.

Promote slow travel: The choice of train for LEX is also part of the “slow travel” trend, which consists in traveling slower and more consciously, taking the time to appreciate the landscape and to immerse yourself in the places visited. This approach can be particularly beneficial in the context of Learning Expeditions, as it promotes reflection, creativity and exchange between participants. The time spent together on board the train allows participants to create links, share experiences and discuss the themes addressed during the LEX.

Reduce costs: By choosing LEX that can be accessed by train, organizations can also save on travel costs. Train trips are often less expensive than flights, especially when booked in advance. In addition, by focusing on local and regional innovation ecosystems, accommodation and ancillary costs can also be reduced.

Some examples of Learning Expeditions:

1. LEX Amsterdam, Netherlands:
   Amsterdam is known for its thriving entrepreneurial ecosystem, especially in the areas of technology, sustainability, and the circular economy. A Learning Expedition in Amsterdam could include visits to innovative startups, meetings with key players in local innovation, and workshops on topics such as sustainable urban mobility, renewable energy, and waste management. The train journey to Amsterdam is easily accessible from many European cities, including Paris, Brussels, Berlin or London.
   
   
2. LEX Copenhagen, Denmark:
   Copenhagen is often cited as one of the most sustainable and innovative cities in Europe, offering an ideal setting for a Learning Expedition focused on environmental issues and green solutions. An LEX in Copenhagen could include visits to local businesses and initiatives involved in wind energy, sustainable mobility, or urban agriculture, as well as workshops on the circular economy and sustainable design. Copenhagen can be reached by train from many European cities, including Hamburg, Berlin, Stockholm, or Oslo.
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3. LEX Geneva, Switzerland:
   Renowned for its high-precision watch industry, as well as for its production of quality chocolate and cheese, Switzerland is nonetheless one of the European pioneers of impact and new governance models. A discreet but powerful epicenter of global diplomacy, this small mountainous country has remained a bastion of neutrality and stability, working behind the scenes through the turmoil of the world. An LEX in Geneva could include visits to companies involved in the evolution of the world of higher education, the reuse of industrial waste, or in the evolution of our relationship with natural spaces. Geneva can be reached by train from many European cities, including Paris, Lyon or Zurich.

These Learning Expeditions in Europe, accessible by train, offer participants the opportunity to discover dynamic and inspiring innovation ecosystems, while minimizing their carbon footprint and promoting slow travel.
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In conclusion, Learning Expeditions offer a unique opportunity to learn, exchange and be inspired by best practices and innovation trends. Participants develop their skills, expand their professional network and acquire a global vision of their sector, which allows them to innovate and stand out in a constantly changing world. LEXs therefore represent a profitable and beneficial investment for individuals as well as for organizations.

The journalistic approach is an effective method for designing and organizing quality Learning Expeditions. This approach involves approaching the preparation and implementation of LEXs as a journalist would approach an investigation or a report. Here's how the journalistic approach can help create the best Learning Expeditions.

Research and investigation: Like a journalist, the organizer of an LEX must conduct in-depth research on themes, places and speakers that may be of interest to participants. This investigation makes it possible to discover lesser-known but just as relevant innovation ecosystems, to find niche experts and to identify innovative experiences to share. The quality of research is essential to ensure the relevance and originality of LEXs.

Careful selection of sources: As a journalist verifies and assesses the reliability of his sources, the organizer of a LEX must carefully select the speakers, businesses and places to visit. This rigorous selection ensures the quality of the information and experiences offered to participants, by giving priority to actors recognized for their expertise and their ability to transmit their knowledge.

Structuring the story: The journalistic approach also involves structuring the LEX program as a compelling story, with an introduction, development, and conclusion. This structure promotes the understanding and assimilation of information by participants, by facilitating their progress through the various stages of the LEX. Each visit, workshop or encounter must be part of a coherent narrative framework, which highlights the challenges and key learnings of the expedition.

Creating an immersive experience: Like a journalistic report that plunges the reader or viewer into the heart of the action, a successful LEX should offer participants an immersive and engaging experience. The organizer must therefore ensure that opportunities for interaction and exchange between participants and innovation actors are created, by promoting site visits, practical workshops and informal discussions. This approach makes it possible to arouse the interest and curiosity of participants, while offering them concrete opportunities to put their learning into practice.

Restitution and perspective: Finally, like a journalist who synthesizes and analyzes the information collected, the organizer of an LEX must plan time to summarize and put lived experiences into perspective. These moments allow participants to share their impressions, exchange lessons learned, and identify ideas to be implemented within their organization. A good debriefing is essential to ensure the impact and sustainability of the learning acquired during the LEX. By adopting a journalistic approach to designing and organizing Learning Expeditions, organizers can ensure the quality, relevance, and effectiveness of these learning experiences. This method makes it possible to create LEXs rich in content, interactions and lessons, while offering participants an immersive and memorable experience.

Adaptability and responsiveness: Another aspect of the journalistic approach is the ability to adapt and react quickly to the unexpected or new opportunities that arise. In the context of an LEX, this may mean adjusting the program based on feedback from participants, logistical constraints, or external events. This flexibility makes it possible to optimize the experience of participants and to guarantee the success of the LEX, even in the event of hazards.

Taking into account the needs and expectations of the participants: Finally, the journalistic approach involves taking into account the needs and expectations of the participants, listening to them carefully and adapting the content of the LEX accordingly. As a journalist interviews and listens to his audience to better identify their areas of interest, the organizer of an LEX must take care to identify the expectations of the participants and to propose experiences and meetings that meet their specific needs.

In conclusion, the journalistic approach can greatly contribute to the success of a Learning Expedition by ensuring the quality and relevance of the content offered, by creating an immersive and engaging experience, and by guaranteeing a good presentation of the lessons. By adopting this method, LEX organizers can provide participants with rich, engaging, and unforgettable learning experiences that will help them develop their skills and innovate within their organization.