In this article, we describe experiences with dialogue evenings within a research collaboration on long-term care and dementia in the Netherlands. What started as a conventional process of ‘reporting back’ to interlocutors transformed over the course of two years into learning and knowing together. We argue that learning took place in three different articulations. First, participants learnt to expand their notion of knowledge. Second, they learnt to relate differently to each other and, therewith, to dementia. And third, participants learnt how to generate knowledge with each other. We further argue that these processes did not happen continuously, but in moments. We suggest that a framework of collaborative moments can be helpful for research projects that are not set up collaboratively from the start. Furthermore, we point to the work required to facilitate these moments.

中文翻译：

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合作时刻学习

在本文中，我们描述了荷兰长期护理和痴呆症研究合作中对话之夜的经历。最初是向对话者“报告”的常规过程，在两年的过程中转变为一起学习和认识。我们认为学习是通过三种不同的方式进行的。首先，参与者学会了扩展他们的知识概念。其次，他们学会了彼此之间以及与痴呆症之间的不同联系。第三，参与者学习了如何相互产生知识。我们进一步认为，这些过程不是连续发生的，而是在瞬间发生的。我们建议，协作时刻框架对于从一开始就不是以协作方式建立的研究项目可能会有所帮助。此外，