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From Training Engineering to Pedagogical Engineering: Design of Online Training

From Training Engineering to Pedagogical Engineering: Design of Online Training

Mohamed Khaldi
Copyright: © 2023 |Pages: 27
ISBN13: 9781668476345|ISBN10: 1668476347|ISBN13 Softcover: 9781668476383|EISBN13: 9781668476352
DOI: 10.4018/978-1-6684-7634-5.ch001
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MLA

Khaldi, Mohamed. "From Training Engineering to Pedagogical Engineering: Design of Online Training." Handbook of Research on Scripting, Media Coverage, and Implementation of E-Learning Training in LMS Platforms, edited by Mohamed Khaldi, IGI Global, 2023, pp. 1-27. https://doi.org/10.4018/978-1-6684-7634-5.ch001

APA

Khaldi, M. (2023). From Training Engineering to Pedagogical Engineering: Design of Online Training. In M. Khaldi (Ed.), Handbook of Research on Scripting, Media Coverage, and Implementation of E-Learning Training in LMS Platforms (pp. 1-27). IGI Global. https://doi.org/10.4018/978-1-6684-7634-5.ch001

Chicago

Khaldi, Mohamed. "From Training Engineering to Pedagogical Engineering: Design of Online Training." In Handbook of Research on Scripting, Media Coverage, and Implementation of E-Learning Training in LMS Platforms, edited by Mohamed Khaldi, 1-27. Hershey, PA: IGI Global, 2023. https://doi.org/10.4018/978-1-6684-7634-5.ch001

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Abstract

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.

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