The criteria and constraints in the context of training and its construction lead educational engineers to juggle tools. So, How to choose the right tools for educational engineers ? Which ones will allow them to develop and then provide qualitative training that meets the expected objectives? To answer this question, follow the steps in Model: ADDIE is a good way to leave nothing to chance.
The most common model ineducational engineering, the ADDIE model includes five steps, five phases of building an educational project. The steps are as follows: Analysis, Design, Development, Implementation and Evaluation. Understanding the needs at each stage of the process makes it possible to choose tools adapted to educational engineers.
Step 1: The analysis phase
Every training project starts with an analysis phase. Choosing tools adapted to educational engineers begins at this theoretical phase. Indeed, This is the stage at which engineers analyze training needs, the existing situation and the means available to work and are already questioning the possible needs for digital tools in the context of training. The tools that are used during the analysis phase must therefore mainly allow easy access to all this information, whether it is strategic documentation, hardware or software already in use, standards to be respected or even to create a content plan.
What actions should be put in place?
1 - Define the tools necessary for the analysis of training needs and the development of a content plan
2 - Determine which tools will allow easy access to strategic information.
Step 2: The Design Phase
The design phase is important to choose tools adapted to educational engineers. This is where the learning objectives, the general structure of the training, its division as well as the media, methods and tools of learning are defined.. It is at this stage that communication and collaboration tools must be defined, whether they are synchronous (instant messaging, videoconference or simply telephone) or asynchronous (email, forum, wiki, wiki, blog, etc.). This is also where the tools necessary for sharing documents between trainers and learners must be defined. Finally, it is also during the design phase that educational engineers define the educational scenario, which includes instructional design, graphic and ergonomic design and the details of each activity that learners will have to carry out, as well as the tools and supports necessary for this.
What actions should be put in place?
1 - Define communication, collaboration and document sharing tools, whether synchronous or asynchronous
2 - Define the tools and functionalities necessary for the definition of an educational scenario and its design.
Step 3: The Development Phase
The development phase is the phase during which the tools and training content that will be provided later are developed. It is at this stage that the “partition” of training is created: each element resulting from the design phase is articulated to build a training system. To choose tools adapted to educational engineers at this stage, it is necessary to look at the needs in terms of formatting, scenography or schematization. We think in particular of tools for editing, content creation, programming, etc.
What actions should be put in place?
1 - Identify the functionalities and tools that engineers will need to develop and articulate training content
2 - Think of “ease of use” in the context of content creation and editing tools.
Step 4: The implementation phase
The implementation phase, or implementation, is when the training content is integrated into the appropriate materials. As part of a training course in the form ofelearning, it's about integrating the content into the tool of Mobile learning and then to give access to it to the trained, for example. As with the launch of a website, implementation is the launch phase. Choosing tools adapted to educational engineers is therefore based on a good understanding of the missions and tools necessary at this stage, which can also be tools used in the previous stages.. For example, the development of training in the form of mobile learning can be done directly on the same platform which will then be deployed to all learners.
What actions should be put in place?
1 - Think of tools that allow both ease of use for educational engineers and for learners
2 - Think of tools that make it possible to combine several phases of training development into one.
Step 5: The Assessment Phase
As the name suggests, This phase consists in evaluating the training project both in terms of quality and effectiveness, mainly in relation to the training objectives set beforehand. When choosing tools adapted to educational engineers, it is important to keep this step in mind, as it takes root from the very beginning of the training project. It is therefore interesting to choose a tool that allows, from the stages of training development, to define the elements to be evaluated (KPIs). Likewise, in addition to this phase ofquantitative assessment, think of the tools that will allow a qualitative assessment with learners.
What actions should be put in place?
1 - Understand the needs of educational engineers to provide them with adequate training assessment tools
2 - Think about quantitative AND qualitative assessment tools.
