Chapter I

What is educational engineering in training?

Definition of instructional engineering

For Define instructional engineering, so let's start by looking at the two words that make up this term, whose diffusion, in the sphere of vocational training and education, came late.

On the one hand, we have “engineering”. This is defined as the design, the global study, of a (industrial) project in all its aspects (technical, economic, financial, social), coordinating the particular studies of specialists. On the other hand, “educational” which is part of pedagogy, itself defined as the science of education. Finally, we will come back to this last point later.

When combined side by side, the two terms thus refer to engineering work aimed at allowing individuals to acquire knowledge, skills or abilities.

Educational engineering is therefore a structured approach whose aim is to design, develop or transform a learning system in order to optimize the effectiveness of training.. To do this, the process involves integrating various parameters such as:

- the objectives of the training

- the profile of the targeted learning community

- the resources and inherent constraints

It is both a technical process and a scientific method since educational engineering requires the coordination of the various aspects of a project (financial, logistical, material and human) and include the psychology of learning.

To fully understand, let's draw a parallel with an architect who would be responsible for the construction of a building.

First, the firm takes note of the specifications submitted by the project owner. Then, he mobilizes his expertise, construction engineering, to design a tailor-made project. And thus propose a solution in response to the objectives described in the specifications.

Then, he manages the construction of the structure by calling on other specialists. He then carries out several stage points until delivery, foresees a possible lifting of reservations and proceeds with the delivery of the keys.

The logic of engineering, in a broad sense, is therefore to start from “raw data”, from a problem, to give life to a project, the solution. In a way, it's about getting from point A to point B. In the most efficient way possible.

An educational engineer does the same work as a project manager to create a training system. However, just like our architecture firm, it does not achieve the desired results without applying certain methods. What are the different models of educational engineering ?

‍

ADDIE model: 5 essential steps in educational engineering

As an expert in pedagogy, the educational engineer seeks to build the best strategy to meet skills development needs. To do this, it can rely on various models. Among these, a well-known reference in the instructional design environment: ADDIE.

The ADDIE instructional design template has been used by a good number of experts for over 30 years. This methodology proposes the construction of educational systems in 5 steps: Analysis, Design, Development, Implementation and Evaluation.

A as an analysis of the educational project

According to ADDIE, analysis is the first step in educational engineering work.

The challenge of this preliminary phase is to identify training goals. But also to study in detail other characteristics such as:

• learning context;
• target audience of the training;
• logistics system (human resources and equipment allocated);
• time factor;
• budget.

This is in order to carry out a precise diagnosis of the educational project and to clarify its outlines, if necessary. To do this, the analysis must be done at several levels.

First of all, analysis of training objectives. The purpose of this part is to determine the expected effects of the system, in particular in terms of skills and know-how, on the one hand, and to define the methods of evaluation on the other hand.

Then comes the analysis of the targeted learners. At this level, it's about Take an interest in the beneficiaries of the training. Who are they? What is their level of education? What generation do they belong to? If there are prerequisites, do they have them? You have to brush the Robot portrait of the population to be trained in order to select the most relevant learning modalities later on.

And then, analysis of the logistics of the project. The interest then being to make an inventory of the resources - regardless of their nature - available and necessary: existing educational material, premises, computer and technical equipment...

Thanks to the analysis of the elements collected, educational engineering then makes it possible to opt for one course rather than another in order to be as relevant as possible.

Thus, the analysis phase of the educational project is essential since it serves as a starting point for instructional design work. Moreover, it often represents an important part of the process. This most often depends on the importance and complexity of the training projects.

D for training design

In a second step, the ADDIE instructional design model includes a design phase. That is to say of formalization and structuring of the learning project.

More specifically, this stage involves translating the data collected during the analysis phase into a concrete educational project. In summary, that's when the design work really starts:

• the skills to be achieved become educational goals ;
• the training system is defined;
• the educational resources (techniques, tools and materials) are specified.

It is therefore during this design phase that the entire architecture of the training project is built. Ce pedagogical specifications is then the subject of a reproduction that can take the form of a storyboard or even a prototype, for example.

D for the development of the educational project

As we have seen, the previous D is used to put the training strategy and its content “on paper.” Once this design is validated, comes the third phase of educational engineering according to ADDIE: development.

This stage of development then includes:

• selecting and collecting the lessons to be taught;
• script the educational activities;
• manufacture tools and course materials.

At that moment, we thus pass from theory to production since it is now a question of filling the structure created. Which means design all the resources useful for the training program such as learners' materials, the “toolbox” of trainers or digital content (videos, quizzes, animations, etc.).

The educational engineer is an expert in design, but not necessarily in the subjects to be taught or the technologies useful in creating a training course. During the development phase, he can thus call on the skills of business experts, teachers, trainers... As well as those of an educational designer or a motion designer, for example.

In general, the magnitude of this third instructional engineering task may vary. In fact, a complete production will always require more work than simply updating the methods and devices used by a trainer.

Moreover, it is always preferable to end the development with a quality control. That is to say, check that the training content makes it possible to achieve the educational objectives. Ensure that the sequence of training modules is logical. Check the consistency and homogeneity of resources, etc.

I as an implementation of the pedagogical activity

The fourth stage of the ADDIE model is the training implementation phase. It corresponds to the implementation, dissemination and management of educational activities for learners and trainers.

The implementation includes in particular the various practical aspects necessary for the proper functioning of the device such as:

• the training of the trainer responsible for leading the courses;
• The commitment of the learning community ;
• the organization of the learning environment.

In fact, several parameters can influence the reality of training. This will depend on the mode of training chosen: face-to-face, remote, or both, synchronous or asynchronous.

From a more global point of view, it is also necessary to take into consideration relationships with external trainers, the maintenance of any equipment...

In short, the implementation is about everything that has to do with the ordinary organization of vocational training in real condition.

E as an evaluation of the learning process

Finally, evaluation is the fifth and final phase of the ADDIE model. After the process of creating and implementing the training action, the system must be evaluated. This is in order to control its relevance, effectiveness and quality in terms of educational and training objectives.

Indeed, remember: What is instructional engineering ? An approach to designing a learning system aimed at maximizing the efficiency of training.

Therefore, evaluation involves looking at several indicators:

• the results and effects of the training on learners (participation rate, completion rate, satisfaction rate, success rate...);
• the costs generated by the device (support for learners' travel, equipment costs, invoices from external trainers, etc.).

The evaluation thus makes it possible to establish whether educational engineering has met the targeted ambitions on the one hand, and to draw up an assessment of expectations in relation to the real costs for the organization on the other hand.

Depending on the evaluations carried out and their results, the system can then be adjusted before the implementation of the next training courses.

ADDIE, a recognized and flexible approach to educational engineering

ADDIE is in a way the dinosaur of educational design models. Moreover, in some cases, other methods are now more efficient and more agile.

However, if it is perceived as sequential, and therefore a bit rigid due to the 5 successive phases, it should not be considered strictly linear. Indeed, the evaluation phase is often used to validate each step. This recurrence then makes it possible to correct certain points before moving on tonext step in instructional engineering.

In addition, there are also two other versions of the model: ADDIEM and PADDIE+M. The first (ADDIEM) includes an additional stage dedicated to maintenance of educational tools and resources. This makes it possible to improve the tools and resources used during the training.

The second being increased by two levels (PADDIE+M):

• P = planning prior to the analysis. This planning phase makes it possible to set a time frame for the project.
• M = as for the ADDIEM model, the maintenance level is added downstream of the complete process.

Thus, ADDIE is still very effective and adapted to a good number of learning problems since a expert in educational engineering can also use it for:

• design face-to-face training courses;
• create an e-learning course;
• train individuals alone or in groups.

‍

Concepts and tools used in educational engineering

It should be understood that engineers are experts in pedagogy in the broadest sense. Its role is therefore not limited to the technical aspects mentioned above.

To be effective in creating training courses, it must therefore master different concepts or tools specific to educational sciences. In fact, that's why we've even talked about the “scientific method.” Because it is thanks to his knowledge of the art of teaching that he can Define the best educational approach to take.

Here is a non-exhaustive list of teaching methods, concepts and notions that the educational engineering conductor, also called “educational engineer”, must have in his “toolbox”.

Learning strategies for all teams, even those in the field

In terms of teaching, a concept suggests that learners would each have a Preference for learning. These are called learning strategies.

However, as we have seen, taking into account the profile of learners is an essential dimension of educational engineering. This psychological approach aimed at better knowing the beneficiaries of the training, and indirectly their preferences, is an integral part of the process of human-centered design.

In this sense, the educational engineer can rely on a good number of theories on the subject. Moreover, there are so many of them, sometimes going so far as to contradict each other, that he is spoilt for choice.

However, in practice, it is not really the model used that matters. But rather the application of learning strategies to instructional design.

By integrating this concept, the engineer can thus vary the approaches (format, modalities, tools...). And, as a result, offer a device adapted to a greater number of learners. In particular, training strategies will be different for employees in the field, who have specific profiles and specific needs. We do not train people behind a desk, never on the go, in the same way, and technicians on a construction site and without a professional computer available.

Educational progress

La pedagogical progress is a fundamental principle of educational engineering work in training. Indeed, this method aims to simplify learning by establishing a dynamic of progress throughout the course.

To do this, it is up to educational engineers to:

In addition, the establishment of a structured and logical sequence of learning elements meets two challenges: improving follow-up and boosting engagement.

Thus, educational progression allows trainers to Follow the progress of the trainees step by step. At the same time, learners take ownership of the training more easily since their evolution becomes palpable from one module to another.

Kirkpatrick model

We saw it while exploring the ADDIE model, assessment is an integral part of the educational engineering process. In this sense, we have also mentioned the two main aspects of training evaluation: the results and effects on the beneficiaries on the one hand, and the costs of the system on the other hand.

To build this evaluation, educational engineers have several methods at their disposal, including The Kirkpatrick model “Evaluating training programs: for levels”. Presented in 1959 in a series of articles in the Training and Development Journal, Donald L. Kirkpatrick, Professor Emeritus, is the creator.

It is a vocational training assessment model comprising 4 different levels: reactions, learning, behaviors, organizational results. These are classified in a hierarchical manner, according to the difficulty in collecting information. This means that Level 2 provides a more accurate assessment than Level 1, and so on.

To better understand, here are the 4 “floors” of the Kirkpatrick model explained.

‍

Kirkpatrick Model Level 1: Reactions

Evaluating the reactions of training trainees makes it possible to assess their satisfaction with the learning path followed. In short, it is a question of providing an answer to the following question: what is their perception of the training? What did they like about the training?

This first level is the easiest to deploy, as it is generally implemented using a questionnaire provided at the end of the sequences. On the other hand, it does not provide any information about the acquisition of knowledge.

Kirkpatrick Model Level 2: Apprenticeships

Apprenticeship assessment aims to measure the degree of knowledge after training: what did the learners really learn — and retain —? Note that it can also be knowledge, skills or interpersonal skills.

Again, organizing this analysis is relatively simple. It can, for example, be done during practices or performance tests. However, the results do not make it possible to assess the extent to which these new learnings are mobilized on a daily basis by the individuals trained.

Kirkpatrick Model Level 3: Behavior

At the third level of the Kirkpatrick model, the challenge is to know the level of application of the lessons through behavior assessment. The aim is therefore to determine whether there is a change in the practices of the public who have followed the training schemes.

To do this, surveys or field observations are used to verify whether the learning is transferred in real conditions. However, these learner behavior assessments do not provide any indication that the project's goals have been achieved.

Kirkpatrick Model Level 4: Results

Finally, the fourth level of the Kirkpatrick model focuses on measuring the impact of training at the organizational level. The aim is then to establish whether the results obtained are in line with the objectives sought and to what extent.

Increase in productivity, improvement in quality, decrease in work accidents... Several indicators can be used to the evaluation of the results of the training.

However, it is often difficult to demonstrate the correlation between the two variables: training and indicators. Therefore, the evaluation of the results is often more complex to implement and operate. This is why it is the last level of the model.

Modernized a little over 10 years ago, Donald Kirkpatrick's training assessment model, created at the end of the 1950s, is still relevant today. Simple to understand and to set up, it adapts to all training systems, regardless of the modalities: face-to-face, distance learning, hybrid training, Afest... Jack J Phillips (a world-renowned expert in responsibility, measurement and evaluation) proposed a fifth level in 1991, that of evaluating the return on investment. The latter appears to be a sine qua none requirement for performance and proof of the non-wastage of the organization's funds.

As part of educational engineering projects, it is then an essential tool for engineers.

Chronobiology in training

Chronobiology is defined as the study of biological rhythms. Applied to training, these biological rhythms become components of learning devices.

To fully understand, let's rely on a concrete example. A pedagogical engineer applies this concept and focuses on take into consideration the natural cycles of learners to articulate training sequences.

Depending on chronobiology, it thus provides for the trainer to carry out:

• an interactive module to address a simple concept during the first part of the morning (“wake up” phase);
• a more theoretical, even complex, sequence in the middle of the morning (phase of maximum attention);
• a practical workshop until the lunch break (phase of declining concentration), etc.

The idea is therefore to optimize the dissemination of learning at the most appropriate times: when the learning community is the most receptive. And, in this way, to adapt the pedagogical approach by alternating simple and more difficult modules, fun activities...

In theory, chronobiology is primarily intended for face-to-face training. But in practice, it also adapts well to distance learning: depending on the educational content, virtual classes can for example be organized according to the chronobiological state of the people to be trained.

Andragogy and pedagogy

At the beginning of this guide, we proposed a Definition of instructional engineering based on the meaning of the two words that make up this term: engineering on the one hand, and pedagogical on the other.

However, we have deliberately “reduced” pedagogy to educational science. Why? You will understand right away. In fact, the Definition of pedagogy proposed by Le Petit Robert of the French language specifies: “Science of the education of children, and by extension, of the intellectual training of adults”.

A definition that adapts well to the reality of the profession since, we will come back to this, a pedagogical engineer can as well design devices for adult training or the education of the youngest.

However, there is actually a neologism to refer to teaching methods for adults. It's about theAndragogy.

Created over 150 years ago, the concept was first popularized under the impetus of Malcolm Knowles, founder of a theory on adult education. Then, it was then democratized within thecontinuing education environment. In particular thanks to the advent of the digitalization of training.

However, TheAndragogy is a concept that is inherently opposed to that of pedagogy. Moreover, this opposition is easy to understand. The motivations, expectations, desires and obligations of adults with regard to training differ from those of children. Therefore, approaches, modalities, contents, and resources cannot be similar.

Thus, the educational engineer must master the methods associated with the two concepts, andragogy and pedagogy, in order to build a training program adapted to the target audience.

‍

How do you define educational engineering? The conclusion

In summary, Educational engineering is a multi-faceted discipline. Between design engineering, scientific method, psychology, psychology, project management and digital environment, it allows the establishment of efficient paths. Both from a pedagogical, human and financial point of view, thus contributing to maintaining, at all costs, the quality of teaching and the commitment of learners.

‍

‍

Chapter II

The main educational innovations at the end of the 20th - beginning of the 21st century

Since always, teachers and trainers adopt new theories and methods. Then, they disseminate them using increasingly efficient resources and tools, themselves resulting from technological innovation, thus responding to the challenges of current and future society.

Here is an overview of the main pedagogical innovations that have changed the world of education and training since the end of the 20th century.

E-learning

Le-learning Is a Way to train remotely thanks to digital tools. This methodology then makes it possible to provide a logical and structured training program asynchronously. This is particularly suitable for populations in the field, who need content that is accessible at any time, and on the device of their choice.

The objective of e-learning is to facilitate lifelong learning by offering access to online educational resources. Participants can thus learn when they want, without being forced by modalities of classical training. This is an imperative for teams in the field, who do not always have a computer or long time to train on a daily basis.

E-learning offers various advantages:

The various advantages of e-learning mentioned above are pushing more and more organizations or training centers to Make the choice of online learning.

Flipped classroom

La flipped classroom Is a learning approach which aims to discover a concept, a teaching, before attending the course. The chronology is said to be reversed, because, unlike traditional pedagogy, the entire theoretical aspect of the training is carried out beforehand by the learners. how apply flipped pedagogy to your courses ? And What are the principles and advantages of flipped learning ?

Practice and exchange only come later during a course supervised by a trainer. This in order to promote the assimilation and enrichment of lessons discovered independently.

Thus, the positioning of trainers and teachers is modified. Their role is no longer to transmit the knowledge they hold, but to support the acquisition of knowledge or skills.

Started at Harvard University in the 90s, flipped classrooms are becoming more and more popular, because it contributes in particular to:

• make the training more interactive;
• develop learners' autonomy;
• individualize learning;
• promote peer tutoring;
• promote learning through practice;
• improve student adherence and commitment to training.

Virtual classroom

The virtual classroom is a Learning concept which makes it possible to carry out a distance training session. Thus, thanks to videoconferencing, the trainer and the learners meet synchronously in a fictional classroom.

The members of the working group can thus see each other, exchange, reflect or Do online educational exercises.

Despite the remoteness, interactivity is essential to this mode of training. Moreover, it is this characteristic that makes the virtual classroom conducive to the establishment of a horizontal pedagogical approach, at least in part.

In general, the average duration of a virtual classroom is between 1 hour and 1.5 hours. As a result, educational progress is often much more fragmented than for face-to-face training.

Although it has existed for several years, the health crisis has largely contributed to the democratization of the virtual classroom. According to the Transformations, Skills and Learning survey published by Cegos, 69% of French organizations have opted for setting up virtual classrooms in 2021.

Social Learning

The Social learning, or peer learning, is a educational method whose aim is to deploy training activities by taking advantage of the social nature of individuals.

In fact, it's about create a lifelong learning environment, conducive to mutual aid and the sharing of knowledge. This is in order to make training a shared experience and to capitalize on the dissemination of internal know-how.

During Social learning courses, still often considered informal, trainees are trainers and learners at the same time. This tends to promote mutual enrichment and to develop group cohesion.

Blended Learning

The Blended Learning Is a educational process combining face-to-face training with distance learning. Thus, the objective is to implement a learning path combining the advantages of both types of training: classroom and e-learning.

For learners, the interest of blended learning is to promote their autonomy. And this, without being deprived of the support of a trainer. They thus learn at their own pace, access educational resources at any time and are more easily involved in their training journey.

For businesses, training organizations and educational structures, blended learning contributes to :

• reduce the difficulties inherent in organizing face-to-face training sessions ;
• train more learners, while improving the effectiveness of learning;
• reduce training costs and contribute to better time management.

Immersive pedagogy

Immersive pedagogy is a training modality which allows learners to immerse themselves in an imaginary professional situation in order to learn.

This type of training is therefore based on the perception — and the sensory or emotional reactions it generates — of trainees immersed in an alternative reality. For this, we use the virtual reality (VR) or augmented reality (AR) tools. In an educational context, these then make it possible to:

• integrate professional gestures or behaviors by putting yourself in the shoes of another;
• discover a remote environment;
• collaborate remotely;
• apprehend complex and stressful situations.

With immersive pedagogy, all the learner's attention is focused on the training act. This implementation thus promotes the development of skills in a realistic situation, without however taking professional risks.

Immersive learning is used, for example, in the context of the professional training of medical students. Or even for astronaut training, like the “Pilot” experience conducted by Thomas Pesquet during the Alpha mission.

While all this was still science fiction a few years ago, it is now possible thanks to the evolution of digital technologies. And, more particularly, because of the democratization of virtual, augmented, mixed reality and Serious Games.

Afest, training action in a work situation

Afest, a training action in a work situation, is a pedagogical process based on professional activity itself. This teaching method thus aims to “make the work learning”.

In this sense, the implementation of the system provides for 3 essential steps in order to structure Afest:

In fact, learning from experienced colleagues in the field is probably one of the oldest ways to learn as part of continuing education. However, until recently, the law specified that an employee should benefit from “free time to learn”. Involving, therefore, the possibility of being trained during working time, but outside the professional environment.

Eventually, change will come from The law for the freedom to choose one's professional future. Since then, Afest has left the fold of informal training to register as a fully-fledged training system.

‍

Microlearning

The microlearning Is a pedagogical technique allowing teaching to be fragmented into short training sessions (less than 5 minutes). Microlearning thus meets several challenges in vocational training:

• train learners in the field ATAWAD (all the time, everywhere, on any medium);
• encourage the acquisition of specific knowledge;
• promote the independence of trained learners and Overcoming the brakes encountered.

La microlearning method is based on repetition. This is in order to combat the forgetting curve as defined by Ebbinghaus. In addition, this pedagogical approach is adapted to different training contexts: preparation and/or revision of a face-to-face course, a technical implementation or even Onboarding.

This pedagogical technique provides certain advantages such as:

‍

‍

‍

Chapter III

The challenges of pedagogical engineering in education

When we talk about educational engineering, we (almost always) associate it with it innovation in educational methods on the one hand, and technological innovation on the other.

In a way, it's pretty legitimate. Because, while digital technology was slowly taking hold in the educational environment, the pandemic came to reshuffle the cards. Digital technology was then shown to be the only solution available for maintaining the lessons.

But a major problem then arose for French schools, training centers and businesses: face-to-face was still well established in uses.

Many learning formats and methods were no longer suitable. And that is how technological innovation has come into force in the world of vocational training.

If, as we mentioned a few lines above, educational engineering and technological innovation often go hand in hand, this is because today it now seems difficult to build learning devices without integrating these new training tools.

So What are the challenges of pedagogical engineering in education ? In his study Containment and Educational Continuity, the Artificial Intelligence Foundation for Schools — Institut de France shows how many of them actually are:

• make French pedagogy more effective;
• reduce inequalities through the individualization of educational paths;
• value progress;
• boost learners' autonomy;
• Familiarize yourself at an early age with the ecosystems present in higher education and then in business.

But also better support students, students and workers with disabilities. Maintain social ties. Or again Expand learning, to interpersonal skills, to emotional management...

‍

Chapter IV

Educational engineering trends in 2024

The digitalization of educational paths

The health crisis, successive lockdowns and the generalization of teleworking over the last two years have contributed considerably to development of digital workspaces (ENT).

This reality has also been reflected in the vocational training environment, since digital technology has emerged as the solution for ensure educational continuity.

However, most organizations — businesses, schools, training centers — that had not yet integrated digital technology into their practices had to face the facts: transposing face-to-face courses into distance learning cannot be improvised.

In fact, it is quite the opposite. Online courses have their own codes, methods and tools in order to Ensuring learner success.

But the pandemic is not the only one driving force behind the digitalization of training. Growth of technology, increased requirements from the learning community, new legal provisions, new views of managers on training...

It is in fact a whole set of combined factors that contribute to the transformation of vocational training as we know it. And, more particularly, to The rise of the digitalization of learning devices.

However, such an upheaval cannot be done without impacting the expertise that is used to build training courses : educational engineering.

Engineers must therefore adapt to new challenges and take ownership of tools of Digital learning to create relevant and agile training courses, but also increasingly digitized. And, as a result, more and more innovative.

The adaptive learning revolution

how making training more effective and more engaging at the same time? This is the question that many educational engineers try to answer during design of a training project.

Indeed, as we have seen, the adaptation of a training system to the target target is a essential component of educational engineering. In this sense, adaptive learning, also called adaptive learning, makes it possible to go even further in customizing the training path.

Combining neuroscience, artificial intelligence and big data, this educational method aims to offer an ultra-personalized educational program. In particular according to the needs and profile of a learner.

To do this, algorithms are at the heart of this approach: they analyze the data and, accordingly, “push” the training sequences towards the learner.

The functioning of adaptive learning is therefore based on the performance of the algorithms.

However, the design of educational grains and the coordination of courses are still under the competence of engineers.

Completion rate, success rate, return on investment... The results of adaptive learning courses are often higher than for other modalities. Likewise, the analysis of the performance of training courses is also finer since recurrent evaluations are carried out throughout the course.

‍

The importance of the learning experience

In the context of vocational training, develop and promote The learning experience is now essential. Indeed, it is a question of creating the desire to learn in order to counter a major obstacle: the lack of commitment to training. Teams in the field often don't want to spend hours training and many don't see the added value of training. It is therefore essential to offer them a learning experience that makes them want!

Because, in the current context, offering training courses (whose challenges are not always understood) is no longer enough. Today, training systems must be considered — and perceived — as Means of professional achievement.

A paradigm shift that is therefore gaining momentum and often involves an overhaul of skills development strategies. And, as a result, the architecture of the training itself.

Alternation of pedagogical modalities. Use of technology based on the concept of BYOD (Bring Your Own Device). Integration of new expert speakers from different disciplines (technical skills, soft skills, personal development...). Diversity of training approaches, etc.

All these steps are aimed at transforming traditional training paths into real experiences for the learning community. And this, with the ambition of arousing its support and commitment.

However, do you remember The goals of educational engineering mentioned above? Develop, make learning different and more efficient in order to facilitate the acquisition of knowledge for trained people.

In reality, we can consider the development of the concept of learning experience no longer as a trend, but almost as one of the new foundations of educational engineering.

The new role of trainers

Between the digitalization of training and educational innovation, the Role of trainers is changing and modernizing. There are two main reasons for this evolution of the profession of trainer.

Originally, the role of the trainer was to transmit his knowledge. However, the relationship with learners has changed. With the expansion of e-learning courses, they are becoming more and more autonomous. A reality that tends to erase the vertical positioning of the trainer.

Thus, more than teaching, the trainer is now committed to supporting learning and the achievement of educational objectives.

In addition, the multiplication of teaching methods and tools also complicates the training courses themselves. Now, it is no longer really a question of building an educational module alone. But rather to understand the training action as a whole composed of a multitude of devices.

However, the trainer is above all a specialist in his field of expertise who masters the ways of teaching. But that doesn't involve the thorough knowledge of all the developments relating to pedagogy in training.

On the other hand, this Watch out for educational approaches and technological innovations is the responsibility of the educational engineer. It is then up to him to support the training of trainers. So that they appropriate the particularities of the learning devices designed on the one hand, and adapt more easily to their new role on the other hand.

‍

Chapter V

Businesses: why integrate educational engineering into their vocational training plan?

Not long ago, we witnessed a massive awareness about correlation between the competence of a company and the continuing training of employees.

Nevertheless, vocational training remains a complex universe and subject to constant change. Between educational and technological innovations, the advent of new jobs... It is not always easy to Understand the benefits of educational engineering when it comes to building in-company training courses.

Here are 4 benefits, direct or indirect, that will help you better understand why it is now essential tointegrate instructional engineering into your training plan professional for your teams in the field.

Educational engineering and business performance

Educational engineering consists in building adequate training systems in order to support the ambitions, in terms of performance, of a company.

As we saw earlier, instructional design requires a more or less important analysis phase depending on the project. This preliminary diagnosis makes it possible in particular to assess three levels.

First at the organization level, by identifying the strategic objectives of the training policy must wear. Then at the level of the educational strategy, including the aim is the development of skills. And finally, at the level of learners who have their own learning goals.

In fact, it is a question of carrying out a global inventory to determine what the operational, educational and individual needs are. It is then on this basis that educational engineering will be structured. This is in order tooptimize skills development, with a big c, and the performance of the organization. We do not train all of our employees in the same way. Teams in the field have specific needs and expectations that need to be taken into account in order not to leave them behind. In direct line with customers, teams in the field need to be trained more than ever. This is why training systems must also be designed for them.

Educational engineering and the costs of internal training

Reducing costs and improving profitability are an integral part of the life of a business. After all, what could be more common than looking for more efficiency at a better price.

Among the various items of a instructional engineering specifications, the financial aspect is therefore an important parameter. In addition to the other aspects (material, human, etc.) that are taken into account for the implementation of the project, the budget will often guide the engineer when designing the device.

The latter will not systematically seek to reduce the cost of training at the moment. But rather, it will ensure that choose learning modalities that will allow the company to reduce the costs associated with training in the medium term.

Educational engineering and the quality of life at work

Another advantage of educational engineering: it contributes, in a certain way, to maintaining the quality of life at work.

Here the arguments are quite simple. Taking into account expectations and/or learning community preferences is part of the educational engineering work. Training systems are therefore supposed to be better adapted, more satisfactory and less restrictive.

In this way, they become vectors of motivation and commitment for employees who feel good in their professional environment.

Educational engineering and the learning business model

Finally, a final point in favor of the The place of educational engineering in corporate training policies : to embark on the path of a learning business model.

Remember that “learning company” does not mean offering an incalculable number of training courses to employees. In reality, apprenticeship is more of a state of mind whose aim is to create a permanent learning environment, in all circumstances, including outside of the training period. A learning company where each employee, even those in the field, feels integrated and valued.

However, when an organization is considering taking this turn, it has to start somewhere. Building, or restructuring, a training strategy can be a great starting point, for example.

New training devices, new animation techniques, new learning tools, new posture... Indirectly, educational engineering can serve as a springboard for instill a new corporate culture.

‍

‍

Chapter VI

How do you adapt to a new pedagogy when you are a learner?

Definition of learner

Today widely distributed, The term learner refers to a person who is learning, who is receiving an education. This is then located in a context that aims to achieve learning objectives, i.e. the acquisition of knowledge, know-how or new skills.

If we strictly apply the definitions proposed by our friend Le Petit Robert, the learner therefore differentiates himself from the student who will receive the instruction. The nuance may seem subtle, it's true.

However, some details can be made to separate the two. Indeed, students “must” receive the knowledge transmitted by teachers, it is an obligation.

On the other hand, The position of the learner is a bit different. Because, even when the training is imposed, by the employer for example, the learner will fill a need or satisfy his curiosity. So the motivation and the degree of commitment are not quite the same.

The learner faced with a pedagogical approach that he does not know

Learning is not always easy. Most of the time, students are more malleable. So it is easy for them to adapt to a new way of teaching.

Learners generally have “learning baggage” behind them. For employees in the field such as salespeople, salespeople, technicians or tellers, apprenticeships can sometimes be destabilizing. These professionals generally have solid practical experience and well-established work habits. Over the course of their careers, they have developed their own learning methods, often based on direct experience and exchange with colleagues. They know what works for them in their specific work environment.

The introduction of new pedagogical modalities can therefore arouse reluctance or even resistance to change. How can these field collaborators adapt to a new pedagogical approach?

Take ownership of the goals

Whatever the educational technique put in place, what matters above all are the objectives of the training. What are you going to use it for? What will it offer you? It can be a professional development, a change of position, obtaining a certification, etc.

This may seem basic, even obvious. But when you are a learner, it is essential to identify what training can bring you. In fact, it's simple: when you know where you are going, in the end it doesn't matter how to get there, because Motivation boosts coping skills.

Understand teaching tools

With the growth of digital technology, tidings learning methods include more and more digitized tools. Some are easy to master, because they are directly inspired by our consumption habits. This is for example the case of microlearning and its preferred medium, Mobile learning.

However, others may be a bit more complex to handle. Like a very elaborate LMS with multiple functionalities. It is therefore better to take the time to understand how these tools work beforehand. For then immerse yourself more easily in the learning process.

Relying on group dynamics

Create relationships, find your place, share your point of view... The cohesion of the working group during educational activities face-to-face or e-learning makes it possible to overcome many difficulties.

This is true both in terms of the training content itself and the way in which the apprenticeship is acquired.

‍

‍

Chapter VII

New technologies and new pedagogies: what can we expect in the future?

A society ready for innovation

Since always, the sphere of education and training is subject to numerous changes. The environment is changing, technological progress is going faster and faster, and ideas are emerging as human thinking evolves.

However, as soon as a new situation arises, it also brings with it problems that were previously unknown. Or sometimes poorly controlled. These therefore involve finding relevant solutions in order to continue to move forward. This is where innovation is born in the world of lifelong vocational training.

Because what was relevant yesterday does not always remain relevant today. And what is valid today will not necessarily be valid tomorrow.

That is almost in the order of things. We have all experienced it in the last two years. Just as we already see in the behaviors of the different generations X, Y or Z in the face of education and the professional environment.

A strong influence of AI and digital growth

The growth of digital technology and AI continues. These are all signs to illustrate the enthusiasm of our society for the means that allow and will allow us to learn differently. In this context, it is therefore a safe bet that the future will still have many innovations in store for us.

‍

Chapter VIII

How do I become a pedagogical engineer?

What is a pedagogical engineer

The advent of the Internet has changed learning and training. With the appearance of MOOCs, e-learning platforms, social learning, ePortfolios or personal learning spaces, training is now done online.

The educational engineer is an expert in pedagogy responsible for design effective and relevant online training projects. This is in response to new learning needs, and even those of tomorrow.

Thus, its role is to create, organize, articulate and implement the means necessary for the development of the skills of the individuals to be trained. It's a bit like “the teacher of teachers.”

Remember our example of the architecture firm used at the beginning of this guide. Just like an architect, a pedagogical engineer is a specialist in design work.

As such, he applies a scientific method to create training systems adapted to training objectives (which it transforms into educational objectives), as well as to the target and the learning context.

To do this, this professional masters the various educational methods, including those relating to innovative pedagogy. Likewise, the educational and digital tools that can serve his mission have no secrets for him.

However, An educational engineer does not need to be a specialist in teaching expertise. In particular, because he works in close collaboration with business experts and takes care of popularizing their words.

Moreover, they are not the only ones with whom the engineer partners. In addition to trainers or teachers, it also cooperates with:

• the target audience on the one hand in order to fully identify the needs and expectations of the learning community;
• other experts who help him during the design and development of the various training modules (educational designers, motion designers, etc.);
• prime contractors, etc.

The profession of educational engineer requires a broad field of expertise including educational psychology, technical training expertise and counseling. It therefore implies a certain versatility, but also a real appetite for transmission.

Creativity, desire to learn, ability to adapt, good management of interpersonal relationships and a graphic eye: these are the qualities that make a good educational engineer.

‍