Corporate training, which for a long time was confined to the classroom format, has evolved in line with the technological advances (including AI). However, in spite of a deep field transformation, learning is struggling to meet some challenges: as it is often mass-deployed, sometimes not very engaging or too long, these factors significantly reduce its efficiency, at the expense of learners whose desire is to make learning match their own expectations and needs.
In this second article in our series on benefits of our solutions, we look at the following question: what do Domoscio Hub and Domoscio Lock solutions offer from the author’s perspective? In what follows, we will see how the Domoscio author tool works to easily implement adaptive learning and consolidation approaches.
Deploying adaptive learning and consolidation logics through an authoring tool
The Domoscio authoring tool allows the content designer to create and edit learning themes: each theme is a coherent whole that integrates the content structure necessary for the deployment of a module in adaptive learning (Domoscio Hub) or reinforcement (Domoscio Lock).
In Hub, when creating a theme, the author can import or create the repository – of skills, knowledge, activities, pedagogical objectives, etc. For each item in the repository, two types of content must be added: quizzes, which will be used to position the learner’s proficiency upstream, downstream and sometimes even during the course; learning actions, which correspond to the pedagogical resources recommended by Hub to develop the learner in an individualized way on the item in question.
These learning actions can be presented in any format (face-to-face, e-learning, video, virtual classroom, immersive…) and they can be hosted on any platform (LMS, LXP, corporate YouTube…): the author just needs to enter the URL of the resource in question. In an approach of individualized learning, the advantage of this authoring tool is to be able to structure the training catalogs existing in the organization according to a business repository, which will allow the learner to train precisely to acquire his key skills.
In Lock, the theme consists of a set of notions to be reinforced by learners in post-training. When creating the theme, the designer will be able to import or create concepts corresponding to the key topics of a training course or a training path. For each notion, consolidation quizzes must be added, which will be used to send reminders to the learner at the end of his training, in a way adapted to his forgetting curve, to ensure a sustainable and effective application of knowledge and skills. If necessary, a quiz can be accompanied by media (an image, a diagram, a video) and feedback, which will be displayed to learners after they have answered the question.
Capitalizing on the existing learning environment
As the various expected contents are generally partially or even totally existing in the organization’s system, it is essential to be able to exploit them: for instance, pedagogical resources in an LMS and/or TMS, quiz banks in an evaluation tool, etc. The content designer has then the choice to manually enter the contents in the authoring tool or to import the whole set easily via one or several flat files.
Once the author has created a theme, his role is also to ensure that the content is easily accessible to learners. To do so, the authoring tool Domoscio integrates an export functionality in SCORM format that enables the content to be distributed on any learning platform. In the context of an organization, the learner will thus have a single-entry point – his LMS, LXP, LEP or learning portal – from which he can access his Hub theme or Lock theme.
Within the Adaptive Learning Hub system, Domoscio can be considered as an aggregator of the organization’s various learning catalogs. The authoring tool allows the designer to link any learning resource, whether internal or available online. In this way, Hub serves as a portal that centralizes all the organization’s content to automatically build coherent learning plans adapted to the profile of each learner.
Piloting impacts and ensuring content reengineering
Beyond the creation of themes, the content designer’s interface also allows him to report on the quality, difficulty and relevance of the content available in the learning offer. Domoscio’s added value lies in the fact that these feedbacks are based on the interaction of the entire cohort with a content, and not on preconceived ideas from the content designer: for example, the content designer who has created a pedagogical resource can imagine that this resource enables learners to develop towards a high level of expertise on a given subject; however, practice will potentially demonstrate that the learners who have followed this resource generally only reach an intermediate level of expertise on the subject in question.
It is then the analysis of the data – or of the interactions between learners and content – that feeds this reporting with information such as: the quality of a pedagogical resource for the acquisition of a concept, the difficulty of a question or of a pedagogical resource, the relevance of a pedagogical resource to a learning profile, etc.
Here the author has a powerful decision support tool to manage the pedagogical impacts of the organization’s learning offer and, if necessary, to prioritize content reengineering actions. As an example, the content designer will be able to point out a question with an “abnormal” response pattern (a question to which all learners fail or succeed, regardless of their level of proficiency) to modify the statement and/or the answer if necessary. In the same way, the content designer will be able to identify that to train learners on a given concept, only beginner level pedagogical resources are available in the catalog: in this case, to develop some learners to a high level of expertise, new pedagogical resources will have to be created or acquired.
In conclusion, the Domoscio authoring tool brings real added value to the content designer by focusing on three areas: the deployment of adaptive learning and consolidation logics; the integration into a learning system and the use of existing catalogs; the tracking of interactions to monitor the afterwards impacts of the learning actions.