Educational Engineering:
The Ultimate Guide (2022)

Educational Engineering, Training Engineering, Financial Engineering... Engineering now occupies an important place in the world of professional training and skills development. 

The concept of Educational Engineering, the French equivalent of Instructional Systems Design (ISD), which has been around since the beginning of the 20th century in English-speaking countries, is in fact relatively recent in France. However from the 1970's, it was well and truly in practice.

This late democratisation is due in particular to the need to separate the process of educational engineering from the other aspects a training program. But it also reflects the evolution of the approach to professional training. Now, it is no longer a question of just teaching, but of facilitating learning and the acquisition of skills throughout life.

But, what is educational engineering? What are the issues involved? How has it evolved? By whom is it managed? How could it still change? We dive in and answer all these questions in this ultimate guide to educational engineering.

Chapter I

What is Educational Engineering in training?

Definition of Educational Engineering

In order to define Educational Engineering, let us begin by looking at the two words that make up this term, which has only recently become widespread in the sphere of professional training and education.

On one hand, we have "engineering". This is defined as the conception, global study of an (industrial) project in all its aspects (technical, economic, financial, social), and coordinating the particular studies of specialists. On the other, "educational" which comes under pedagogy, itself defined as the science of education - we'll come back to this point later.

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

Educational engineering is a structured process aimed at designing, adapting, or transforming a learning system in order to optimise the effectiveness of the training. To do so, the process involves integrating various parameters such as:

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It is both a technical process and a scientific method, as educational engineering requires articulation of the different aspects of a project (financial, logistical, material and human), as well as the psychology of learning.

To understand this, let's draw a parallel with an architect responsible for the construction of a building.

First, the firm takes note of the specifications submitted by the client. Then it mobilises its expertise, being construction engineering, to design a tailored project. It then proposes a solution that meets the objectives described in the specifications.

It then manages the construction by calling on other specialists, which carry out several reviews until completion, ensuring all reservations are resolved before handing over the keys.

The logic of engineering, in the broad sense of the term, is therefore to start from "raw data" (the problem), to give life to a project (the solution). In a way, it is a case of going 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 architectural firm, they do not achieve the desired results without applying certain methods.

ADDIE Model: 5 essential steps to Educational Engineering

As an expert in education, Educational Engineers seek to build the best strategy to meet the needs of skill development. To do so,  they can refer to various models. Well-know in the educational development field, one of these is: ADDIE

The ADDIE educational development model has been used by many experts for over 30 years. This model proposes the building of educational systems in 5 stages: Analysis, Design, Development, Implementation and Evaluation.

A for Analysis of the Educational Project

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

The aim of this initial phase is to identify the training objectives, but also to study in detail other characteristics such as:

  • learning context;
  • target audience;
  • logistics (human and material resources allocated);
  • time factor;
  • budget.


This is done to carry out a precise analysis of the educational project and to clarify its scope. To do so, the analysis must be carried out at several levels. 

First, the analysis of the training objectives. The aim of this is to determine the expected outcomes of the training, particularly in terms of skills and know-how, and to define the methods of evaluation.

Next comes the analysis of target learners. At this level, we are looking at the beneficiaries of the training. Who are they? What is their education level? What generation do they belong to? If there are prerequisites, do they have them? We need to draw up a profile of those to be trained in order to select the most relevant learning methods.

Then, the analysis of the project logistics. The point here is to make an inventory of the resources - whatever their nature - that are available and necessary: existing teaching materials, premises, computer and technical equipment, etc.

Through analysis of the information gathered, educational engineering then makes it possible to choose one pathway over another in order to be as effective as possible. 

Thus, the analysis phase of the educational project is essential as it serves as a starting point for the educational development work. Moreover, it is often an important part of the process, depending on the size and complexity of the training projects.

D for Design of the Educational Training

In the second stage, the ADDIE educational development model provides for a design phase. Or otherwise the formalisation and structuring of the learning project. 

More concretely, this stage involves translating the data collected during the analysis phase into a concrete learning project. In short, this is when the design work really begins:

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

It is during this design phase that the entire framework of the training project is built. These educational guidelines are then presented in the form of a report or prototype, for example.

D for Developing the Educational Project

As seen previously, the first "D" serves to put the training strategy and its content "on paper". Once the design has been validated, the third phase of educational engineering according to ADDIE comes into play: development.

The development stage involves:

  • selecting and collating the lessons;
  • scripting the teaching activities;
  • producing the tools and course materials.


At this point, the focus shifts from theory to production, as it is now a question of filling in the framework created. This means designing all the resources useful to the training program such as the learners' materials, the trainers' "toolbox" or digital content (videos, questionnaires, animations, etc.).

The Educational Engineer is an expert in design, but not necessarily in the subjects to be taught or in the technologies used to create a training course. During the development phase, they can call on the skills of business experts, teachers, trainers, etc., as well as those of an educational or motion developer, for example.

Generally speaking, the scope of the third educational engineering task can vary. A complete production will always require more work than simply updating the methods and devices used by a trainer.

Furthermore, it is always preferable to complete the development with quality control. This means checking that the training content achieves the learning objectives, ensuring the sequence of training modules is logical, and checking the coherency and consistency of the resources, etc.

I for Implementation of the Educational Project

The fourth stage of ADDIE is the training implementation phase. This corresponds to the setting up, distribution and management of the educational activities with the learners and trainers. 

Implementation includes the various practical aspects necessary for the proper functioning of the system, such as:

  • training of the trainer responsible for running the courses;
  • commitment of the learning community;
  • organisation of the learning environment.

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

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

In short, implementation concerns everything that relates to the routine organisation of professional training in real conditions.

E for Evaluation of the Learning Process

Finally, evaluation is the fifth and last phase of the ADDIE model. After the process of creation and implementation of the training, the system must be evaluated. This is to check its relevance, effectiveness and quality in relation to the educational and training objectives.

Remember: what is educational engineering? It is the process of designing a learning system to maximise the efficiency of the training.

Therefore, evaluation involves looking at several indicators:

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

The evaluation makes it possible to establish whether the educational engineering has met the target objectives, and to draw up a report of the expectations in regards to the real costs for the organisation.

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

ADDIE, a recognised and scalable approach to Educational Engineering

In some ways, ADDIE is the "dinosaur" of educational engineering models, and there are now other methods more efficient and flexible.

However, if perceived as sequential, and therefore a little rigid because of the 5 successive phases, it should not be considered as strictly linear. The evaluation phase is often used to validate each stage, so this recurrence then makes it possible to correct certain points before moving on to the next stage of educational engineering.

There are also two other versions of the model: ADDIEM and PADDIE+M. The first one (ADDIEM) includes an additional step dedicated to the maintenance of the learning materials and resources. This allows the tools and resources used during the training to be improved. 

The second one is increased by two steps (PADDIE+M):

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

ADDIE is still very effective and adapted to a large number of learning challenges because an expert in educational engineering can also use it to:

  • design classroom training courses;
  • create an e-learning course;
  • teach individuals or groups.


Concepts and tools used in Educational Engineering

It is important to understand that the engineer is an expert in education in the broadest sense. Their role is therefore not limited to the technical aspects mentioned above. 

To be effective when creating training courses, they must master various concepts and tools specific to educational sciences. It is for this reason that we speak of the "scientific method", as due to their knowledge of the art of teaching, the engineer can define the best educational approach to adopt. 

Below is a non-exhaustive list of methods, concepts, and ideas that the educational engineer must have in their "toolbox":

Learning strategies

One concept in education suggests that learners each have a learning style. This is known as learning strategy. 

As we have seen, taking into account the profile of learners is an essential dimension of educational engineering. This psychological approach aimed at getting to know the beneficiaries of the training and their preferences, is an integral part of the educational design process.  

In this sense, the educational engineer can draw on a number of theories on the subject. In fact there are so many of them, sometimes even contradicting each other, that they are spoilt for choice.

In practice, however, it is not really the model used that counts. Rather, it is the application of learning strategies to educational design.

By integrating this concept, the engineer can vary the approaches (format, methods, tools, etc.). And, as a result, propose a system adapted to a greater number of learners. 

Educational progression

Educational progression is a fundamental principle of educational engineering work. This method aims to simplify learning by establishing a dynamic of progress throughout the course.

To do so, the educational engineers must:

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In addition, the implementation of a structured and logical sequence of learning responds to two challenges: improving monitoring and boosting engagement.

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

Kirkpatrick Model

As we have seen in exploring the ADDIE model, evaluation is an integral part of the educational engineering process. In this sense, we have also mentioned the two main aspects of the evaluation of training: results and impacts on the trainees on one hand, and the costs of the system on the other.

To build this evaluation, educational engineers have used several methods 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 model for evaluating professional training in 4 different levels: reactions, learning, behaviours, and organisational results. These are classified hierarchically, based on the difficulty of 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 "levels" of the Kirkpatrick model explained.

Level 1: Reactions

The evaluation of the reactions of trainees makes it possible to gauge their satisfaction with the learning path followed. 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, because it is usually implemented using a questionnaire provided at the end of the training. On the other hand, it does not provide any information on the acquisition of knowledge.

Level 2: Learning

The assessment of learning aims to measure the degree of knowledge after the training: what have learners really learnt – and retained? Note that it can also be knowledge, skills or soft skills.

Again, the organisation of this analysis is relatively simple. It can, for example, be done during practice or performance tests. However, the results do not allow us to assess to what extent these new learnings are mobilised on a daily basis by the individuals.

Level 3: Behavior

At the third level of the Kirkpatrick Model, the challenge is to understand the level of application of the teachings through the evaluation of behavior. The aim is therefore to determine whether there is a change in the practices of those who have followed the training.

For this, surveys or observation in the field are used to check if learning is transferred in real conditions. However, these assessments of learner behaviour do not provide any indication that the project objectives will be achieved.

Level 4: Results

Finally, the fourth level of the Kirkpatrick Model focuses on measuring the impact of training at the organisational level. The aim is to establish whether and to what extent the results obtained meet the objectives.

Increased productivity, improved quality, fewer accidents at work, etc. There are several indicators that can be used to assess the results of training. 

However, it is often difficult to demonstrate the correlation between the two variables: training and indicators. Consequently, the evaluation of results is often more complex to implement and exploit. 

Modernised just over 10 years ago, Donald Kirkpatrick's training evaluation model, created at the end of the 1950s, is still as relevant today as ever. Simple to understand and implement, it can be adapted to all training systems, whatever the model: face-to-face, distance learning, hybrid training, Afest, etc. In 1991, Jack J Phillips (world-renowned expert in the field of responsibility, measurement and evaluation) proposed a fifth level, that of return on investment (ROI) evaluation. This is an essential requirement for performance and proof that the organisation's funds have not gone to waste.

In the context of educational engineering projects, it is therefore an essential tool for engineers.

Chronobiology in training

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

To understand this, let us use a concrete example. An educational engineer applies this concept and endeavours to take into account the natural cycles of learners in order to articulate the training sequences. 

Depending on the chronobiology, the trainer should create:

  • an interactive module with a simple concept in the first part of the morning ("wake-up" phase);
  • a more theoretical, even complex sequence in the middle of the morning (maximum attention phase);
  • a practical workshop until the lunch break (phase of reduced concentration), etc.

The idea is to optimise the delivery of learning at the most opportune moments: when the learning community is most receptive. And to adapt the teaching approach by alternating simple modules, difficult modules, and fun activities.

In theory, chronobiology is primarily designed for face-to-face training. However, it can also be adapted to distance learning: depending on the educational content, virtual classes can be organised according to the chronobiological state of the learners.

Andragogy and education

At the beginning of this guide, we proposed a definition of educational engineering based on the meaning of the two words that make up the term: engineering and education.

We have deliberately "reduced" the term to the science of education. Why? Well indeed, the definition proposed by Le Petit Robert de la Langue Française, specifies it as: "the science of educating children, and by extension, the intellectual training of adults". 

This definition fits in well with the reality of the profession since, as we shall see later, an Educational Engineer can also design systems for training adults or educating the very young.

However, there is a new term for methods for teaching adults, called andragogy. Coined over 150 years ago and popularised by Malcolm Knowles, the founder of a theory of adult education, it was then democratised in the continuous education environment. In particular with the arrival of the digitalisation of training.

Andragogy is a concept that is opposed by nature to pedagogy (education). This opposition is easy to understand. The motivations, expectations, desires and obligations of adults with regard to training are different from those of children. Therefore the approaches, methods, content and resources cannot be the same.

Thus, an Educational Engineer must master the methods associated with the two concepts, andragogy and pedagogy, in order to build a training programme adapted to the target audience. 


How to define Educational Engineering? The conclusion:

To sum up, educational engineering is a multi-faceted discipline. Between design engineering, scientific method, psychology, project management and the digital environment, it enables the implementation of efficient courses. From a pedagogical, human and financial point of view, it contributes to preserving, at all costs, the quality of teaching and the commitment of learners.

Chapter II

Educational Innovations: end of the 20th Century - beginning of the 21st

Teachers and trainers have always appropriated new theories and methods. They then distribute them by means of increasingly efficient resources and tools, themselves resulting from technological innovation, that respond to the challenges of current and future societies.

Here is an overview of the educational innovations that have revolutionised the world of education and training since the end of the Twentieth Century.


E-learning is a way to train remotely using digital tools. This methodology then makes it possible to provide a logical and structured training program asynchronously.

The goal of e-learning is to facilitate continuous learning by providing access to online educational resources. Participants can learn whenever they wish, without being constrained by the modalities of classic training.

E-learning brings different advantages:

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The various advantages of e-learning mentioned above are pushing more and more organisations and training centers to choose online learning.


Flipped Classroom

The flipped classroom is a learning approach that aims to discover a notion before attending the course. The chronology is said to be reversed, because unlike traditional education, the entire theoretical aspect of the training is carried out upstream by the learners.

The implementation and exchange only come second, during a course supervised by a trainer. This is to promote the assimilation and enrichment of the teachings discovered autonomously.

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

Initiated at Harvard University in the 90s, the flipped classroom is becoming more and more popular, because it contributes in particular to:

  • making training more interactive;
  • developing learners' autonomy;
  • individualising learning;
  • promoting peer tutoring;
  • promoting learning through practice;
  • improving students' adherence to and engagement with training.


Virtual Classroom

The virtual classroom is a learning concept that allows you to carry out a distance learning session. With videoconferencing, the trainer and learners meet synchronously in a fictitious classroom.

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

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

In general, the average duration of a virtual classroom is between 1 hour and 1 hour 30 minutes. As a result, progression is often much more fragmented than with face-to-face training.

Although it has existed for several years, the global health crisis has largely contributed to democratising the virtual classroom. According to the Transformations, Skills and Learning Survey published by Cegos, 69% of French organisations implemented virtual classrooms in 2021.


Social Learning

Social learning, or peer learning, is an educational method with the goal of deploying training by taking advantage of the social character of individuals.

It is about creating a permanent learning environment that is conducive to mutual aid and knowledge sharing. This is in order to make the training a shared experience and to capitalise on the distribution of internal know-how.

During social learning training, which is still often considered informal, trainees are trainers and learners at the same time. This tends to promote mutual enrichment and develop the cohesion of the group.


Blended Learning

Blended learning is an 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: in the classroom and in e-learning.

On the learners' side, the interest of blended learning is to promote their autonomy. And this, without being deprived of the accompaniment of a trainer. They learn at their own pace, access educational resources at any time and get involved in their training path.

For companies, training bodies and educational structures, blended learning contributes to:

  • reducing difficulties of organising face-to-face training sessions; 
  • training more learners, while improving the effectiveness of learning;
  • reducing training costs and contributing to better time management.


Immersive Learning

Immersive learning is a training model that 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 sensory or emotional reactions it generates – of trainees immersed in an alternative reality. For this, we use the tools of virtual reality (VR) or augmented reality (AR). In an educational context, the latter then makes it possible to:

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


With immersive learning, all the learner's attention is focused on the act of training. This practice thus promotes the development of skills in realistic situations, without taking professional risks.

For example, immersive learning is used in the professional training of medical students, or astronaut training, like the "Pilot" experiment conducted by Thomas Pesquet during the Alpha mission.

While all this was still science fiction a few years ago, it is now possible with the evolution of digital technologies. And particularly because of the democratisation of virtual, augmented, mixed reality and serious games.


Afest, on-the-job training

Afest, a work-based training action, is a educational process based on professional activity itself. This teaching method thus aims to "make the work the learning".

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

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In fact, learning in the field from experienced colleagues is probably one of the oldest ways to learn in continuing education. However, the law still specified until recently that an employee must benefit from "a free time to learn". Implying, therefore, the possibility of being trained on work time, but outside the professional environment.

Eventually, the 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 training system in its own right.



Microlearning is an educational technique that fragments teaching into short, "bite-sized" training capsules (less than 5 minutes to complete). Microlearning thus responds to several challenges of professional training:

  • training nomadic learners ATAWAD (anytime, anywhere, on any medium);
  • promoting the acquisition of specific knowledge;
  • promoting the independence of trained students.

The micro-learning method is based on repetition. This is to combat the curve of oblivion as defined by Ebbinghaus. In addition, this approach adapts to different training contexts: preparation and/or revision of a face-to-face course, technical practice or onboarding.

This educational technique brings certain advantages such as:

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Chapter III

The challenges of Educational Engineering

When we talk about educational engineering, we (almost always) associate it with innovation in educational methods and innovation in technology.

In a way, this is quite accurate. While the digital sphere was quietly settling into the educational environment, the pandemic came along and reshuffled the deck. Digital technology then emerged as the only solution available to maintain education. 

But major problems then arose in French schools, training centres and companies: the classroom was still firmly anchored in practice.

Many learning formats and means were no longer adequate, so technological innovation entered the world of professional training with a bang.

As we mentioned above, educational engineering and technological innovation often go hand in hand, and today it seems difficult to build learning systems without integrating these new training tools.

So, what are the challenges of educational engineering? In its study "Confinement and Pedagogical Continuity", the Fondation l'Intelligence Artificielle pour l'École - Institut de France shows how many there really are:

  • making French education more efficient;
  • reducing inequalities through the individualisation of educational paths;
  • enhancing the value of progress;
  • boosting the autonomy of learners;
  • familiarising students from an early age with the ecosystems present in higher education and companies.

But also to better support pupils, students and workers with disabilities. Maintaining social links, and to broaden learning to include life skills, emotional management, etc.

Chapter IV

Educational Engineering Trends in 2021

Digitalisation of educational pathways

The global health crisis, successive confinements and the generalisation of remote-working over the past two years have contributed considerably to the development of digital workspaces (ENT).

This reality has also been translated into the professional training environment, as digital technology has emerged as the solution for ensuring educational continuity.

However, most organisations - companies, schools, training centres - that had not yet integrated digital training into their practices had to face the facts: transposing courses from face-to-face to distance learning cannot be improvised.

In fact, quite the opposite. Online training has its own codes, methods and tools to guarantee the success of learners.

But the pandemic is not the only driver of the digitalisation of training. The growth of technology, increased demands of the learning community, new legal provisions, new ways of looking at training from the perspective of managers etc.

In fact, it is a whole set of combined factors that is contributing to the transformation of professional training that we are experiencing. And particularly, to the rise of the digitalisation of learning systems.

Such an upheaval cannot be achieved without impacting the expertise used to build training courses: educational engineering.

Engineers must adapt to the new challenges and appropriate digital learning tools to create relevant, agile, and digitalised training that as a result becomes increasingly innovative.


The adaptive learning revolution

How to make training more effective and more engaging at the same time? This is the question that many Educational Engineers attempt to answer when designing a training project.

As we have seen, the adaptation of a training system to the intended target is an essential component of educational engineering. In this sense, adaptive learning makes it possible to go even further in the personalisation of the training path.

Combining neuroscience, artificial intelligence and big data, this educational method aims to offer an ultra-personalised educational process according to the needs and profile of each learner.

For this, algorithms are at the heart of the approach: they analyse the data and, accordingly, "push" the training sequences towards the learner.

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

However, the design of the educational content and the articulation of the courses are still the responsibility of the engineers.

Completion rate, success rate, return on investment... The results of adaptive learning paths are often higher than for other modules. Similarly, the performance analysis of the training courses is also more accurate as recurring evaluations are carried out throughout the course.


The importance of the learning experience

In the context of professional training, developing and promoting the learning experience is now essential. Indeed, it is a question of making people want to learn to counteract a major obstacle: the lack of commitment to training.

In the current context, offering training (where the results are not always understood) is no longer enough. Today, training schemes must be seen — and perceived — as means of professional achievement.

A paradigm shift is therefore gaining momentum and involves an overhaul of skill development strategies. And as a result, the development of the framework itself: alternation of educational models, use of technology according to the concept of BYOD (Bring Your Own Device), integration of new expert speakers from different disciplines (technical skills, soft skills, personal development, etc.), and diversity of approaches in training, etc.

All these approaches aim to transform traditional training courses into real experiences for the learning community, with the ambition of increasing its support and commitment.

So, do you remember the objectives of educational engineering mentioned above? To evolve learning, make it different and more efficient in order to facilitate the acquisition of knowledge.

In reality, we can consider the development of the concept 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 digitalisation of training and educational innovation, the role of trainers is also changing and modernising. Two main reasons explain this evolution of the profession of trainer. 

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

Now, more than teaching, the trainer is focused on supporting learning and the achievement of educational objectives.

In addition, the multiplication of educational methods and tools also complicates the training paths themselves. From now on, it is no longer really a question of building an educational module alone. But rather to apprehend the training action as a whole composed of a multitude of devices.

However, the trainer is above all a specialist in their field of expertise that is also mastering the ways of teaching. But this does not imply in-depth knowledge of all the developments relating to education in training.

On the other hand, this monitoring of educational approaches and technological innovations is the responsibility of the Educational Engineer. It is up to them to facilitate the training of trainers, allowing them to take ownership of the particularities of the learning systems designed, and adapt easily to their new role.

Chapter V

Companies: why integrate Educational Engineering into your professional training plan?

Recently, we have seen a massive awareness of the correlation between the competence of a company and the continuous training of employees.

Nevertheless, professional training remains a complex world subject to constant change. Between educational and technological innovations, and the advent of new professions... It is not always easy to grasp the interest of educational engineering when it comes to building training in companies.

Here are 4 benefits, direct or indirect, that will help you better understand why it is now essential to integrate educational engineering into your professional training plan.

Educational Engineering and company performance

Educational engineering consists of building adequate training systems to support a company's performance ambitions.

As seen before, educational design requires a more or less important analysis phase depending on the project. This preliminary diagnosis makes it possible to carry out the following steps.

First, at the organisation level; by identifying the strategic objectives that the training policy must carry. Then, at the level of the educational strategy; whose goal is the development of skills. And finally, at the level of learners who have their own learning objectives.

It is a question of carrying out a global inventory to determine what are the operational, educational and individual needs. It is then on this basis that educational engineering will be structured. This is in order to optimise the increase in competence - with a capital C, and the performance of the organisation.


Educational Engineering and the costs of internal training

Reducing costs and improving profitability are integral parts of a company. After all, what could be more common than looking for more efficiency at a better price.

Among the various items of an educational engineering specification, the financial component is therefore an important parameter. In addition to the other aspects (material, human...) that are relevant for the implementation of the project, the budget will often guide the engineer during the design of the system.

The latter will not systematically seek to reduce the cost of training. Rather, it will ensure the learning modalities chosen will enable the company to reduce the costs inherent in training in the medium term.


Educational Engineering and quality of life at work

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

The arguments are quite simple: taking into account the expectations and/or preferences of the learning community is part of the educational engineering work. Training schemes are therefore better adapted, more satisfactory and less restrictive.

Thus, they become vectors of motivation and commitment of employees who feel good in their professional environment.

Educational Engineering and the learning enterprise model

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

Remember that "company learning" does not mean offering an incalculable number of training courses to employees. In reality, learning is rather a state of mind with the purpose to create a permanent learning environment, in all circumstances, including outside the training time.

However, when an organisation is considering this shift, it has to start somewhere. Building or restructuring a training strategy can be a great place to start.

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

Chapter VI

How to adapt new pedagogy as a learner?

Definition of learner

Learner: a widely used term to describe a person who is learning, who is being taught. The learner is then situated 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 is thus differentiated from the pupil who is going to be taught. The nuance may seem subtle, but it is there.

However, some clarification can be made to separate the two. Indeed, pupils 'must' receive the knowledge transmitted by teachers, it is an obligation.

Conversely, the position of the learner is somewhat different. Even when training is imposed, by the employer for example, the learner will fulfil a need or satisfy a curiosity. The motivation and degree of commitment are therefore not quite the same. 


The learner facing an unfamiliar teaching approach

Learning is not always a smooth process. Most of the time, pupils are more malleable. It is therefore easy for them to adapt to a new teaching method. 

Learners, on the other hand, usually have a "learning background" behind them. From school to continuing education, they have already been confronted with different learning situations. They have acquired certain reflexes and methods to learn better. They also know their preferences and what works and what does not work for them.

A change in teaching methods can therefore lead to certain apprehensions about training, or even a mental blockage. So how do you adapt to a new teaching method as a learner?

Taking ownership of objectives

Whatever educational technique you use, the most important thing is the objectives of the training. What will it do for you? What will it offer you? It may be professional development, a change of job, obtaining a certification, etc.

This may seem basic, even obvious. But when you are a learner, it is essential to identify what the training can offer you. In fact, it's simple: when you know where you're going, it doesn't really matter how you get there, because motivation boosts your ability to adapt.

Understanding educational tools

With the growth of digital technology, new learning methods include more and more digital tools. Some of these are easy to master, as they are directly inspired by our consumer habits. This is the case with microlearning and its preferred medium: mobile learning.

However, others can be a little more complex to master. Like a very elaborate LMS with multiple functions. It is therefore best to take the time to understand how these tools work prior. This makes it easier to immerse yourself in the learning process.

Rely on the group dynamic

Creating relationships, finding one's place, sharing one's point of view... The cohesion of group work during face-to-face or e-learning activities helps to overcome many difficulties. 

And this, whether with regard to the training content itself or the way in which one acquires knowledge.

Chapter VII

New technologies and new teaching methods: what does the future hold?

Companies ready for innovation

The sphere of education and training has always been subject to many changes. The environment is changing, technological progress is moving faster and faster, and ideas are flowing at the same time as human thought evolves.

However, as soon as a new situation arises, it also brings in its wake previously unknown problems. Or sometimes poorly controlled, which require relevant solutions to continue to move forward. This is where innovation in the world of lifelong professional training is born.

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

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


The strong influence of AI and digital growth

The growth of digital and AI continues, and many signs illustrate the enthusiasm of our society to learn differently. In this context, it is therefore a safe bet that the future still holds many innovations.

Chapter VIII

How to become an Educational Engineer?

What is an Educational Engineer?

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

The Educational Engineer is a pedagogical expert responsible for designing effective and relevant online training projects. And this, in response to new learning needs, even those of tomorrow.

Thus, its role is to create, organise, 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 architectural firm used at the beginning of this guide. Just like an architect, an Educational Engineer is a specialist in design work.

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

For this, the professional masters different educational methods, including those related to innovative education. Similarly, all the educational and digital tools that can serve the mission are explored.

However, an Educational Engineer does not need to be a specialist in the expertise to be taught. In particular, because they work in close collaboration with business experts they are exposed to a wealth of information.

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

  • the target audience, to clearly identify the needs and expectations of the learning community;
  • experts who help during the design and development of training modules (educational designers, motion designers, etc.);
  • principals, etc.

The profession of an Educational Engineer requires a wide area of skills including psychopedagogy, technical training, expertise and consulting. It therefore implies a certain versatility, but also a real appetite for transmission.

Creativity, desire to learn, adaptability, good management of interpersonal relationships and a graphic eye: these are the qualities that make a great Educational Engineer.


What is the training path to become an Educational Engineer?

As we have mentioned several times throughout this ultimate guide, educational engineering is a multidisciplinary field. Between psychology and educational sciences, this expertise implies a certain mastery of the human and social sciences, but also of technology, of course.

Like many "new professions", the profiles can be varied. Nevertheless, obtaining a bac + 3 is often necessary to become an Educational Engineer. Higher education also offers "educational engineering" courses in their training catalogues. This is particularly the case of the INSPÉ of Lorraine or the University of Lille.


What are the job prospects for Educational Engineers?

The Educational Engineer can accompany any type of structure that needs to create training courses. Public institutions, companies, schools, startups, training centers, associations are all potential customers for an aspiring Educational Engineer.

Indeed, if professional training has now become a major issue, it is even more true with regard to the digitalisation of training. Organisations that focus on apprenticeships, sometimes with large budgets, that call on training professionals are becoming more and more numerous.

The prospects are the same in higher education, whose digital recovery plan provides for:

  • developing hybridisation and university digital equipment by investing €35 million;
  • recruiting Educational Engineers.

In view of the stakes, it is easy to imagine the opportunities available to this type of profile. Moreover, France skills indicates an overall integration rate of 100% at 6 months on the RNCP sheet "Educational Engineering Manager". A beginner Educational Engineer starts their career at around 2,000 euros net per month and may have to climb the ladder before becoming responsible for an organisation's training project.

Chapter IX

Educational Engineering, a tool for more efficient training

The global health crisis has led to the major awareness of the importance of training and the quality of teaching systems. Today more than ever, it is now essential for organisations and institutions to invest in the digitalisation of learning.

In the future, the trend will lean towards functional hybridisation. Training will be between face-to-face and remote, synchronous and asynchronous.

In this context, educational engineering is doing well. This versatile and up-to-date expertise stands out as the essential solution for building efficient training systems. All with the purpose of meeting the challenges of organisations on one hand, and the learning objectives of learners on the other.


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