In this chapter, the authors look at the different kinds of engineering in formation. Indeed, this chapter is composed of four blocks. Thus, the first block of this chapter concerns the definition of training online and its comparison with traditional training by highlighting its advantages. Then the authors define the concept of modular education. This concept always appears in online training. The second concerns training engineering in which, after having defined the notion of engineering and the pedagogical engineering approach, the authors define the notion of training engineering, its levels, and its stages. The third block concerns pedagogical engineering in which the authors define pedagogical design, pedagogical engineering, the actors of pedagogical engineering, and their distribution in various contexts. Finally, they offer skills based on well-founded work, on a conceptualization of the field, and on an analysis of practices. The fourth block concerns the definition of the two models of pedagogical engineering, the ADDIE model, and the SAM model by defining the stages of each model.
Top1. Introduction
The health crisis has led to a major awareness of the importance of training and the quality of teaching systems. Today, more than ever, it is now essential for organizations and institutions to invest in the digitization of learning. In the future, the trend will go towards functional hybridization. The training will be between face-to-face and remote, synchronous and asynchronous.
In this context, pedagogical engineering comes out on top. This versatile and up-to-date expertise stands out as the essential solution for building efficient training systems. And this, in order to meet the challenges of organizations on the one hand, and the learning objectives of learners on the other. However, engineering today occupies an important place in the world of vocational training and skills development.
Based on pedagogical engineering, our objective in this chapter examines “online” training called “e-learning” which concerns “the use of new multimedia technologies of the Internet to improve the quality of learning in facilitating access to resources and services on the one hand, and exchanges and remote collaboration on the other. (European Commission, 2000). Thus, with the development of distance learning, more and more training is accessible via e-learning. However, the fact of being available online is not in itself a guarantee of the quality of the educational content. Indeed, like face-to-face training, the content of an e-learning module must be based on pedagogical models and at the same time, like project management, the content of an e-learning module must be based on a precise development process and follow different stages. However, it can certainly be said, without being too mistaken, that the success of the design of an online training course depends, in large part, on the development method used. A good method is essential because it is a creative and collective process that requires flexibility. However, without a method, it is difficult to combine rigor and flexibility. Through this chapter, we will focus on the pedagogical engineering of online training through training engineering.
Before dealing with this theme, first, it is necessary to define the notion of engineering. Focusing on the field of training, define the different types of engineering by first defining the engineering of training systems by indicating the steps to be taken during this engineering. Secondly, we deal with the second engineering which concerns training engineering. Thus, after having defined this engineering, we define its purposes then its three levels and finally, we identify the stages of training engineering by defining the roles of each stage. Thirdly, we attack the third engineering which concerns pedagogical engineering through which, after having defined the concepts and tools used in pedagogical engineering, we define the notion of pedagogical engineering, the types of engineering pedagogical and the resulting models by focusing on generic models and especially the ADDIE model and finally, we define the actors of pedagogical engineering.
Fourthly, to broaden the discussion, we discuss the main current pedagogical innovations such as: e-learning, flipped classroom, virtual classroom, social learning, blended learning and immersive pedagogy. Fifthly, we invoke the challenges of pedagogical engineering. Sixthly, we deal with the trends in pedagogical engineering in education, especially on the side of the digitalization of educational paths, the revolution of adaptive learning, the importance of the learner experience and the new role of trainers. . In the seventh and last time, to close our chapter, we discuss the influence of pedagogical engineering with the professional training plan, focusing above all on pedagogical engineering and the performance of the company, pedagogical engineering and the costs of internal training, pedagogical engineering and quality of life at work and finally pedagogical engineering and the learning company model.