As suggested, here are my 'foundations' which I would like to see as some of the starting point in designing the course:
0. one of my guiding principles is 'how is what' - since humans / human groups are reflective systems, the way we teach informs the subject. Especially if we teach about scaling up real life collaboration. Hence:
1. on pedagogy
1.1. project-based learning - seen as one of the best way to connect theoretical & applied knowledge, and one of the best to retain both knowledge and motivation for learning
1.2. real life problems and real outcomes - continues on the same point: the more relevant it is to the real experiences the better. Also - the course is able to make impact as it goes. This is part of John Dewey's pedagogical philosophy which I largely share
1.3. teamwork - if this is about collaboration, people need to collaborate, naturally
1.4. connection between development of skill(s) & knowledge, development of an application / project, and personal development - there is should be no difference / boundary between what people learn about subject, about its application in life, and about their own lives - i.e. integral approach
2. on subject(s) of the course
2.1. big problems - collaborology isn't just about maintaining the current level of collaboration, it is about scaling up and creating instances of collaboration that have not existed before. So we should try to attack big issues where larger scale collaboration is needed
2.2. system thinking - clearly, one of the differentiating points of this group. One of the advantages of ST is that allows to match / combine different facets of system description - from economic, biological, technological etc. standpoints, briding them as complimentary
2.3 future-oriented thinking - here we can speak of the variety (and diversity) of approaches, e.g. contrasting idealized design vs. 'curated emergence' approach
2.4 practicing different forms of awareness - from reflective practices to body-mind centering - being able to tell what & how one is, defining one's one deficiencies and interests, a starting point of collaboration
Then another important question - I suggest that at least part of the course is dedicated to the future of education, the role of collaborative education in the future, and the way people can be educated to collaborate. I.e. reflect on the process and matter of the course, a kind of second loop learning.