Written by SeekLMS Correspondent on 16 December 2021
The first confinement caused immeasurable joy in the EdTech networks, it was to announce the great victory of e-Learning. However, the reality was quite different. The urgency of digitizing content has given rise to “troubleshooting” e-Learning, produced with the means at hand and in a too often limited time. Zoom anti-educational conferences lasting several hours have multiplied, trying as best they can to be the replica of face-to-face training.
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Reproducing face-to-face distance learning gives a bad image of e-Learning. The result offers a format that is too top-down and without any interactivity, very far from efficient and humanized e-Learning. To overcome this, it is necessary to define the objective of the training, different from the educational objective. Then, it is essential to insist on the training course, Blended Learning is for example an excellent solution.
You don't have to want to switch everything to e-learning. At Callimedia, we even think it's counterproductive. However, our core business could lead one to believe the opposite. Take the example of nursing assistants, or chemists who need to learn an analytical technique. On-the-job training is necessary, it would not be optimal pedagogically speaking to try to force distance training.
The image of e-Learning where you have launched alone on a platform with resources persists. The facts that followed the onset of the crisis did not help this impression. We must now be careful of the contrarian because many learners have had the experience of " bad e-Learning ". Despite everything, awareness has awakened to the usefulness and strength of digital training. We now know that the real revolution of e-Learning lies in educational construction. It is our duty to use our experience to offer quality training and improve the image of e-Learning.
2012 marks the emergence of the first MOOCs (Massive Open Online Course), these online training courses accessible to a large number of participants. First welcomed as revolutionary, we find that the completion rate for this type of training is only 10% to 15%. These figures are the same since the creation of the MOOCs and are still valid today. It goes without saying that creating a training course that puts in place the same arrangement of resources leads us to the same results.
Ten years ago, we thought that the teacher was doomed to disappear in the learning process. However, first, we have seen that the presence of a tutor increases the completion rate. Then, it is necessary to verify the integration of skills during the course of the teaching. This step involves an interactive exchange between the learner and a third party. Another argument that is not in favor of the passive format of MOOCs.
There are several versions of the training:
Now, let's see what innovations training 4.0 has in store for us.
Methodologically, this requires scripting and dividing the training into several objectives:
Differentiated training 4.0 encourages us to rethink the objective of training. We need to embed the issue of course efficiency at the center of content creation instead of seeking to maximize learner attendance. To achieve this goal, we must move towards multimodal e-Learning, which combines a face-to-face, remote and work-based course.
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