Chapter I

Definition: what is e-learning?

Define e-learning

The definitions of e-learning are legion. If described in a simple way, e-learning, or online training in France, refers to any type of learning delivered using digital or electronic tools. It can be delivered today through computers, tablets, smartphones, allowing learning without the constraints of location or time. In summary, e-learning is training, learning, or education delivered online via a computer or other digital device.

The e-learning that we know today seems obvious. But there was a time, it could also be delivered via tools like Minitel with telematic education. Then, even earlier on machines that were almost unnoticed at the time...

The term “e-learning” was first heard in 1999, on the occasion of a seminar on CBT systems (Computer Based Training). The word was then spoken by Elliott Masie, host and curator of numerous learning and development seminars, laboratories, and conferences. Eliott Masie has come to prominence as an advocate for the healthy deployment of learning and collaboration technologies as a way to support efficiency over the past nearly 30 years.

During the same period, other expressions surfaced to try to describe the concept: “online learning”, “virtual learning”. And over the following years, the reputation of e-learning continued to grow.

But in reality, would go back to them much further back in history. Numerous texts suggest the appearance of the first forms of e-learning in the 19th century.^th century!

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E-learning in history

• 1728: First distance education course

In 1728, Caleb Philips of Boston created the very first distance education course. Course lessons were delivered to students every week by postal mail. We are very far from today's e-learning, but this moment in the history of training and teaching deserves attention, since it marks the first moments of distance learning, as opposed to face-to-face.

• 1924: The automatic teacher, or “Automatic Teacher”

An Ohio State University professor, Sidney Pressey, invents the very first electronic learning device. Called “Automatic Teacher”, it was designed to replace standardized tests with a machine. An innovation that marked the beginnings of e-learning, but which was not really successful at the time.

• 1957: The Teaching Machine

So psychologist at Harvard University, Burrhus Frederic Skinner, created the “teaching machine.” Called GLIDER, the machine has a feature other than Sidney Pressey's automatic teacher. Rather than testing students, it has the function of teaching.

• 1963: A short story predicts the future

A chapter in the Daily Express Science Annual, entitled “Teaching Machines and Programmed Learning,” describes interactive teaching machines and shows photos of a number of systems. In the same Annual, a science fiction short story by Brian Aldiss predicted mobile learning, wearable computing, brain-computer interfaces, the development of personal computing in the 1970s, and concerns about global warming.

• 1960: PLATO

The very first computerized educational tool was born from the head of Professor Don Bitzer, who was then a teacher at the University of Illinois. It has the acronym PLATO for “Programmed Logic for Automatic Teaching Operations.” Initially used as an assisted education tool, it quickly exceeded its first objective, earning its stripes as the “cornerstone of modern multi-user computing.” PLATO can be considered the ancestor and the starting point of modern e-learning systems.

• 1966: Computer-generated instruction

Another university professor, this time Patrick Suppes of Stanford University became the father of CMI (computer-managed instruction). At the time, he was working on IBM 1500 hardware. He then used his innovation to complement teacher education with individual math sessions.

• 1969: ARPANET

ARPANET is considered by a very large majority to be the ancestor of the Internet. It was created by connecting four university computers together. The first objective of ARPANET was educational. Its purpose was to share resources and information between scientists and institutions.

• 1977: Apple II personal computer

Apple launched the Apple II personal computer in 1977. Its co-founder Steve Wozniak then highlights education as the main function intended for this new material. With sound and color graphics, computers are appealing to young people.

• 1979: Apple partners with Bell & Howell

In 1979, Apple partnered with Bell & Howell to create the Apple Education Foundation. It donates computers to students and grants grants to those who develop educational software.

• 1983: The electronic university network

The Electronic University Network (EUN), an online educational network, is launched by Ron Gordon, the former president of the video game company Atari. It was created to help universities and colleges start using online courses.

• 1986:1/4 of high schools use computers

In 1986, 25% of high schools were already using personal computers for academic and career guidance in the United States.

• 1989: Birth of the World Wide Web (WWW)

The World Wide Web (WWW) was invented by British scientist Tim Berners-Lee. Its original purpose was the sharing of information between academic institutions around the world.

• 1994: First online school

In 1994, the first fully online accredited high school, CompuHigh, was created. It is aimed at American nationals and English-speaking international students from 3rd to 12th grade.

• 1999: The term “e-learning” is used for the first time

The term “e-learning” was used for the very first time in a professional context by Elliott Masie at the TechLearn conference at Disneyworld.

• 1999: First online university

In 1999, the very first fully accredited online university, Jones International University, was created. It offers online courses and degrees in business and education to students until 2015, when it officially closes.

• 2002: OpenCourseware from MIT

With its OpenCourseWare project, MIT began in 2002 to offer free online course materials and conferences to Internet users around the world.

• 2008: The term”MOOC“is used for the first time

The term MOOC (Massive Open Online Course) was first used in 2008 by another academic: Dave Cormier from the University of Prince Edward Island.

• 2012: The year of the MOOC

A year nicknamed “the year of MOOC”. In 2012, Coursera was founded, currently one of the largest online learning platforms in the world, launched by Andrew NG and Daphne Koller of Stanford University. In the same year, two other successful online learning platforms - Udacity and edX - emerged.

• 2014: Most universities use online learning

As of 2014, 98% of public colleges and universities in the United States offer fully online learning programs.

• 2018: E-learning reaches 168.8 billion dollars

In 2018, the size of the global e-learning market reached $168.8 billion.

• 2020: Most businesses use online learning

Around 90% of American businesses are now using online learning in 2020. Globally, the e-learning market is growing with an expected growth of 10.3% per year until 2027. France has an annual growth rate of 15% and is catching up with Germany, which is considered to be the most advanced European country in e-learning.

• Since 2020, the rise of e-learning

In the early days of e-learning, manuals and CD-ROMs were the only basis for work. The rise of the Internet has allowed organizations to use the flexibility of e-learning. The progress of technologies has made it possible to gradually integrate images, audio, video and graphics innovations. All these elements have increasingly made it possible to keep the learner engaged, compared to traditional learning.

At the beginning, e-learning was not accessible to everyone. For example, the first IBM computer cost the equivalent of 5000 euros today. With the widespread use of digital devices in the home, the popularity of e-learning has grown. Today is the Mobile learning that contributes to the growth of e-learning, allowing access from anywhere, anytime, in microformats that stimulate learner engagement.

Businesses started using e-learning in the 2000s to train their employees. Employees now have the opportunity to expand their knowledge base and broaden their skills in a few clicks. Learners now have access to programs that offer them the opportunity to obtain degrees online, at competitive costs compared to those of some schools and universities. Today, e-learning is more popular than ever.

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Chapter II

Understanding e-learning jargon

Before going any further and because some concepts have already been mentioned above, here are some expressions you should know to better understand the world of e-learning.

Mobile learning

Mobile learning is a new way of learning. It appeared already a few years ago. Mobile learning is based on the ATAWAD principle: AnyTime, AnyWhere, Any Device. When we talk about mobile learning, we are talking about learning in mobility. This type of format makes it possible to learn anytime and from anywhere, using any medium. like the phone, tablet, or PC. The solution is flexible and can support a wide variety of content, from video to quiz, game, etc.

The LMS

The LMS is a learning management system (Learning Management System in English). In simple words, It is a software application that is used to provide online training. There are several types of LMS, some are cloud-based, others can be installed directly on the hardware of the company or training organization. However, cloud-based solutions have become widespread in recent years due to their ease of access and use.

SCORM

SCORM stands for Shareable Content Object Reference Model. It is a model, or a set of technical specificities that make it possible to standardize the way in which e-learning courses or training courses are created. The SCORM standard makes it possible to create e-learning content that is easily transferable from one LMS to another. There are also other e-learning standards.

xAPI

Often referred to as the evolution of SCORM, xAPI adds performance to it. This popular new standard offers a significant level of flexibility and has the ability to keep up with learning experiences. It can track learning experiences and how data is tracked and stored.

LXP

LPX stands for Learning Experience Platform. It is therefore an e-learning platform that allows for a personalized, social and online learning experience. It aggregates diverse sources of learning content into a single portal.

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Chapter III

Advantages and disadvantages of e-learning

The advantages

• It is a profitable system

E-learning has many advantages, but the most highlighted and appreciated, represents in the long term an economy in terms of costs. No face-to-face trainers to pay, less monopolization of learners on working time, need for limited equipment. In addition, LMS, LXP or mobile learning platforms allow content to be updated easily, especially when the platforms offer social learning functionalities. In this context, content creation is not only in the hands of specialized training content creators, but also in the hands of learners who share their knowledge with their peers. Some articles talk about 50% to 70% savings in training costs thanks to e-learning. In blended learning contexts that mix e-learning and face-to-face learning, the cost-effectiveness ratio remains advantageous, while reassuring companies that do not yet wish to go 100% digital or that cannot.

• The saving of time

For a company, e-learning represents a time saver. By accessing training content from anywhere, the friction caused by travel and the constraints of synchronous training make it possible to:adapt training times according to everyone's schedule. In addition, the e-learning platforms make it possible to automate a certain number of tasks or communication, facilitating the management of training and saving time. On the other hand, e-learning reduces learning time by 25% to 60% depending on the courses, in comparison with face-to-face learning.

• Online learning is self-paced

With e-learning, the learner can pace their schedule and learning pace as they please. E-learning therefore frees up the constraints caused by presenteeism. An advantage that makes it possible to obtain better engagement rates from learners who can connect at the times when they are most likely to be receptive to training content.

• Putting the learner at the center of training

The particularity of e-learning is that it puts the learner back at the center of learning, rather than the trainer. In systems that facilitate social learning, the learner can take on the role of both creator and consumer of content, while remaining at the center of the apprenticeship system.

• Customizing the learning environment

It has been found that employees who work in “neutral” environments, without elements of personalization, are on average 15% less productive than those who work with a decorated office or surrounded by personal effects. This reality also applies to learning. With face-to-face training, learners find themselves in neutral and non-customizable locations. In the case of e-learning, learners have control over the learning context, whether they are at home, in the office, in a break room or on public transport. They can set up their own e-learning strategy.

• Improving learning paths with data

Data makes it possible to understand learners' learning habits. Thanks to the analysis of data provided by training or learning platforms, it is possible to adapt content and courses in order to stimulate learner engagement. For example, a high dropout rate on a course identified using data makes it possible to adjust the content or the course to allow the retention of learners. Data also makes it possible to assess the pace at which training content is used on a platform, in order to determine and adjust the update with new content. In the case of LXP platforms and social learning, data makes it possible to identify areas of interest among learners and to understand their learning habits.

• Adapting to individual learning paths

Online learning, especially with adaptive learning, mobile learning and LXPs, makes it possible to create individual learning paths. Learners can choose specific topics that interest them and may not necessarily complete the modules that they are not interested in. Everyone has a different learning style, e-learning now allows flexibility in the paths that open up to individualized learning experiences. In addition to the personalization of training courses, e-learning can also beadapt to people with disabilities.

• Improving performance and productivity

With all the advantages mentioned above, e-learning has the consequence of improving performance and productivity of learners. By completing their courses more quickly with better commitment, Information retention rates are higher. This is even more true for mobile learning, which is particularly effective for Countering the forgetting curve. Better engagement in training can have an impact on productivity, especially when learners have greater control over the training content they consume. In fact, they feel more motivated to reach their professional goals and are more committed to their career path.

• Reducing environmental impact

CSR has become a universal issue and reducing one's carbon footprint is one of them. E-learning contributes to reducing the environmental impact. It makes it possible to limit trips, uses work supports that are more durable than paper for example. In a university context, on the other hand, distance education would consume 90% less energy and emit 85% less CO2 than face-to-face teaching.

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The disadvantages

• Interactions between learners are limited

The interactions that take place between learners play an important role in the understanding, assimilation and retention of information provided during a training course. Many e-learning platforms do not make it possible to create conditions of interaction or to promote this social learning.. They are mostly limited to allowing learners to leave comments, moderated by LMS administrators. However, more and more platforms such as mobile learning or LXPs offer advanced social learning functionalities, in order to recreate these social interactions and the sharing of information between learners.

• The lack of feedback

Faced with questions or problems encountered during a training course, e-learning can have difficulty instantly addressing the question or problem as a face-to-face trainer would. Social learning features or Peer learning On the other hand, advances in certain solutions can provide an answer by involving other learners. A way to reintroduce the personalized comments and responses that we know in person.

• Personal motivation and time management

A lack of self-motivation among learners is one of the main reasons why they fail to complete online training. In person, it's hard to hide to procrastinate. Taking e-learning courses requires the ability to organize and motivate learners who must, in addition to connecting to create the learning modules, complete them successfully. Many solutions now address this inconvenience through notification features that remind learners to connect, or even systems of Gamification, challenges, or rewards that motivate you to complete modules.

• E-learning is limited to certain disciplines

Other e-learning limit : not all areas of learning can be delivered with e-learning. The format tends to be more suited to theory and social sciences and humanities rather than scientific fields. such as medical sciences and engineering that require practice. It is difficult to follow a training course on the handling of a tool or on specific care procedures only with e-learning. That said, blended learning courses can address this problem by combining face-to-face training when this cannot be done otherwise, and e-learning on the theoretical learning or evaluation phases.

• What about the digital divide?

Illiteracy still affected 15% of the population in 2021 according to INSEE. But put the numbers in perspective, this reality affected a majority of the population aged 75 and over. However, this affects a certain number of so-called modest families. That said, the majority of companies and training organizations that offer e-learning as a training method provide the material necessary to follow the training.

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Chapter IV

E-learning trends

The e-learning industry is growing at a steady pace and theThe implementation of e-learning in business is becoming an issue in the field of vocational training and HR. With the obligation to telework and social distance generalized by the health crisis of 2020, the growth of this learning medium has exploded even more. According to a new study by Global Market Insights, The e-learning market is expected to reach $375 billion by 2026. Among the major trends that dominate the sector are:

Microlearning

Successive generations of learners receive increasingly fragmented attention. For better or for worse, multitasking is part of the lifestyle for a large majority of people whose attention is highly sought after. In this context, microlearning makes it possible to adapt to the learning and content consumption habits of Internet users today and tomorrow. Microlearning (or also called Rapid Learning) corresponds to short formats, with training modules that last between 3 and 10 minutes. Microlearning is also the preferred format for mobile learning, but it can be used from any medium: computer, mobile or tablet. With short modules, the learner can learn at their own pace, completing the modules in one or several times, whenever they want. Most of the time, micro-learning modules allow you to complete the exercises in the order you want.

From mobile learning to mobile-first learning

A CNBC study predicts that nearly 3/4 of Internet users will access the network only via their smartphones by 2025. This generalization of mobile phones does not leave e-learning behind. It is therefore to be expected that the mobile will take a privileged place in training and learning paths. To best meet the needs of mobile learners, content and formats must be adapted to the way in which content is consumed on the go. The acronym ATAWAD will be at the heart of the issues, allowing mobility access from anywhere and at any time. On the other hand, mobile learning makes it possible to adapt to all learning contexts, from the learner who is rarely in the office to those who spend part of their weeks teleworking or traveling.

Until now, the standard wanted e-learning to be “mobile ready”, i.e. designed to be consumed in a learning context in the office or at least behind a computer, but could be implemented on mobile. The 2020 health crisis saw e-learning in mobility explode due to successive lockdowns and the sudden and widespread deployment of teleworking. The structures identified the need for agile and mobile solutions above all. Today, more and more programs, modules and training content are designed first for mobile, to potentially then be used on desktop computers, not the other way around.

Social learning

While it already existed through interactions in face-to-face learning conditions, social learning takes on a whole new dimension in the e-learning era. With the recent LXP platforms that capitalize on the power of sharing and exchanging knowledge, social learning is reaching a form of maturity. Of learning communities are beginning to be created. This trend is not trivial, considering the importance of the role of peer learning. Whether it's learning soft skills such as interpersonal skills, sharing technical skills or sharing experience, digital tools give social learning opportunities and much more power. Social learning is at the heart ofinformal learning and formal and replaces the interactions between learners that were previously lacking in e-learning.

User Generated Content (UGC)

User generated content, or UGC, is a trend that has exploded widely with social media. In the context of learning, it is a mechanism that is at the heart of social learning. The need for training content is permanent and substantial, especially as training content is often perishable. Once the modules have been completed by the learners, there is little chance that they will return if the content is not renewed regularly. The costs of creating training content can be high. In some companies, content creation mobilizes entire teams, or is outsourced to specialized providers. While a pedagogical base should be streamlined, it is nevertheless expected that a democratic approach to learning will allow for an improved training experience. User-generated content in an e-learning context makes it possible to enrich the training content with external content or knowledge held by peers. It makes it possible to reproduce the informal learning that exists in contacts between learners in a face-to-face situation. Emerging learning experience platforms make it easier for users to create and share content, promoting a more open working and learning environment.

Personalized learning and adaptive learning

Personalized learning refers to teaching in which the pace of learning and the pedagogical approach are optimized for the needs of each learner. The Gates Foundation and EDUCAUSE define the goal of personalized learning as follows:”Personalized learning aims to accelerate learning by adapting the teaching environment - what, when, how, and where subjects learn - to meet the individual needs, skills, and interests of each individual. Learners can take ownership of their own learning”. Businesses and educational institutions are offering more and more personalized learning experiences, with mobile content, gamified content, micro-learning resources, etc. These courses are based on data to optimize the learning experience.

Data-based processes

Data growth, especially big data, affects businesses even their governance. Larger, richer data sets allow better decisions to be made through greater visibility. Apprenticeship is not to be outdone. Designers of training and learning solutions and content must keep a number of constraints in mind today. With the RGPD in particular, there is a challenge to protect learners and businesses. In addition, Data is now at the center of e-learning, because it makes it possible both to understand, adapt, improve or correct training courses or to understand the needs of learners. Data is also at the heart of the challenges of personalizing learning.

In this continuity, we must mention LRS, which are at the heart of any xAPI ecosystem. The LRS is a server responsible for receiving, storing, and accessing Learning Records. The function of the LRS, to simplify, is to store training data. The LRS doesn't just show that an employee has completed training, it can also track exactly what employees did with what they learned. With this tool, managers and leaders can gain insight into what is working, what needs to be further developed, and potential strategic directions to follow. This is also what the recent LPXs offer, with other advantages including social learning.

Personalized support through artificial intelligence

As with all digital fields, artificial intelligence can allow for advanced personalization of learning. With data analysis, learners can be accompanied by “tutors” who are always available. Without replacing humans, artificial intelligence in the context of tutoring makes it possible to recommend related learning content, to adapt the course to the candidate's abilities and according to his past learning actions.

Augmented reality, virtual reality and mixed reality

Mentioned in all the trend reports in a large majority of markets, augmented reality technologies, vr and mixed reality (AR, VR, and RM) have a part to play in learning. Although they are not central, they are worth mentioning. In some contexts, AR, VR and RM can allow immersive learning, and in some cases can make it possible to replace face-to-face learning, especially in the case of technical gestures that need to be learned in conditions. These technologies, still recently considered to be futuristic, allow learners to work on simulations or complex scenarios wherever they are.

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Chapter V

How to implement an e-learning project for teams in the field?

Understand why e-learning is necessary

The transition to e-learning in part or completely implies knowing why it is necessary to take such a turn. What is the future for e-learning in corporate training? For a company or structure that is wondering about a transition to e-learning or blended learning, it is a question of understanding the challenges to which e-learning answers. With the health crisis, forced social distance and the widespread implementation of teleworking, the challenge of having an ecosystem Digital learning fluid, intuitive, easy to use is more topical than ever. Training and learning platforms should be agile, accessible from any place and at any time while allowing for the informal learning that social interactions and social learning provide.

Analyzing the existing

Making the transition to e-learning is part of a project of digital transformation which requires a certain number of steps before taking action. The first consists in the analysis of the existing situation. A structure of 20 people that is adopting e-learning does not have the same needs or the same learning contexts as one with 1000 or even 20,000 employees. The same is true for learning and training organizations. Are learners on the move, working from home, within the company walls? Overall, the aim is to clearly assess training needs and possible learning conditions and environments. To do this, some companies use external consultants who specialize in this field, and can even help establish an e-learning specification. On the other hand, the inventory of training materials and content currently in place in the company makes it possible to identify the content to be “reworked” or transformed for digital purposes. Once the analysis of the existing situation has been carried out, comes the question of How to choose your e-learning platform ?

Mapping jobs and skills

The mapping of jobs and skills is part of a Predictive management of jobs and skills (GPEC) approach. More and more companies are going above and beyond with strategic workforce planning that maps in real time. In any case, the approach is intrinsically linked to the training strategy. The two elements “feed” each other and must communicate in good intelligence. When setting up an e-learning project, some questions arise in relation to skills. What are the different jobs present within the structure? Can all these jobs depend on 100% digital training? Which jobs or learners need a portion of face-to-face training in their training course?

Questioning learners

It is important to place learners at the heart of training systems. In the process of implementing an e-learning project, interviewing the first parties concerned is therefore self-evident. Under what conditions do they learn best and what are their needs or preferences in terms of learning methods? What are their learning goals? Are they already comfortable with digital tools? This phase makes it possible to understand in which context learners can assimilate training content, but also to know their formal and informal learning habits.

Clear and measurable goals

Implementing an e-learning project then involves collecting and aligning the objectives of all the actors and/or departments of the structure in question. In setting up an e-learning ecosystem, all these objectives and expectations must be harmonized in order to implement a virtuous solution for all actors in the company. For example, we are talking about financial departments that can hope to achieve specific objectives in terms of investment, return on investment, or even savings in training programs. Others, depending on the profession, may present particular needs in terms of updating skills or transforming jobs. For their part, human resources departments themselves have their own goals in terms of training content, program design (we also speak today ofEcodesign of training), GPEC, strategic workforce planning or certifications.

Training management resources

Moving from traditional learning to e-learning involves upgrading the people who supervise the training. We must ensure that the tools can be used by everyone and that the supervisory teams can support learners at least at the start. Supervising e-learning also involves the allocation of resources, the objective of which is to ensure that learners actively use the (s). e-learning tools, complete the required modules, and are involved in the training process.

Measuring results

The implementation of digital tools in the context of learning and training involves regular monitoring and adjustments. Setting performance indicators makes it possible to quickly identify areas for improvement. These may be content needs, technical adjustments, etc. Data in this context also makes it possible to identify the content that works the least well, for example in the event that some of it is not completed on a recurring basis. Data such as the percentage of module failures and the improvement in productivity make it possible to judge the effectiveness of the e-learning solution.

Boosting learner engagement

If setting up an e-learning tool was enough for its adoption, it would be known. Once the e-learning tools are installed, a very large part of the work remains to communicate with learners in order to keep them committed to the training process. In the case of an LXP-type e-learning solution where social learning plays a major role, it is also a question of encouraging learners to be active in their learning. Asking questions to their peers, sharing relevant content, etc. makes it possible to keep these e-learning platforms alive and maintaining high engagement.

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Chapter VI

E-learning at the service of all generations

That millennials (people aged 18 to 34) are comfortable with technology is not really big news. In reality, they are the first generation to have grown up with permanent access to digital devices. Some of them don't even remember the time when social media wasn't part of everyday life. But Just because you didn't fall into it when you were small doesn't mean e-learning should be a mountain to climb or difficult to grasp.

In reality, today's e-learning systems are designed to be easy to use and accessible to everyone. Everyone can adapt to mobile learning interfaces, learning management systems, or learning experience platforms. With tools designed for all generations, let's take a closer look at how e-learning can meet the needs of each generation.

The baby boomers

This generation is generally defined as people born between 1946 and 1964, during the post-World War II baby boom. Baby boomers are known to be very good communicators. It is also the generation that has been in the workforce the longest. It has experienced a very long period during which digital, Internet and new technologies did not yet exist. For this population, e-learning provides a learning environment that is easy to understand, easy to learn, and easy to navigate. Video and exchange functionalities can be a significant asset for a generation that has always been used to face-to-face conditions. In this context, e-learning promotes communication with tools such as videoconferencing and real-time chat. They encourage interpersonal connections and are a substitute for face-to-face interactions.

Generation X

Embodied by the charming characters of the series Friends, people born between 1965 and 1980 are Generation X. This is the generation that grew up with grunge and MTV. Today, closer to management or management positions because they are more advanced in their careers, there are more members of Generation X in management or qualified positions. They are therefore at the heart of the challenges of e-learning because they are also the ones who oversee the adoption of e-learning by the rest of the learning employees. Without going into big generalizations, a significant portion of Generation X members have a great ability to take care of themselves. That's why a lot of people in this generation are independent and like to do things their own way. As they thrive independently, e-learning must provide them with this learning context.

The millenials

Many terms exist to describe millennials: Generation Y, digital natives... This generation is large and has a high number of members, often the children of the Boomer generation. They are now a very important population on the labor market and have a very unique culture. This generation grew up in a world of technological explosion that they knew from an early age. It is also, through its digital experience, the population probably the most critical and difficult to engage in e-learning. Her attention is limited because she is very busy and she is used to being at the center of experiences. This generation has learned to learn on their own and knows how to find the information they want anywhere on the Internet. She is not faithful to a single source of content because her access to an astronomical quantity of information has made her more critical of what she likes and what she does not like.

This is the generation that finds itself best in a collaborative learning context. The millennial generation appreciates teamwork because it allows socialization at the same time. A dimension that social learning addresses directly. But beware of distraction. With so many requests, it's hard to keep the attention of millennials. This is why learning methods such as gamification with its rewards system and micro learning with its short formats that are accessible at leisure make it possible to keep this generation engaged in e-learning paths. Interactivity must be at the center of e-learning for millennials.

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Chapter VII

Focus on Generation Z - the new generation of e-learners

Recently arrived or in the process of entering the workforce, Generation Z is the very last generation of learners, most of whom are still in school or in higher education. As Generation Z members graduate and enter the workforce, How should online trainers meet their learning and training needs?

Since the beginning of the 2010s, articles, theses, dissertations or white papers have invaded the Internet to decipher Generation Y, digital natives or millennials and how they have reshaped corporate culture. Today this generation is fully qualified, with a few exceptions, and has established itself in the workforce. For the oldest of the generation, they are already in the middle of their careers or at least advanced. So it's time for the newcomer: Generation Z, or iGen for some.

Born between 1995 and 2010, young people in Generation Z mostly have parents who were born in Generation X. This is the first generation whose parents experienced digitalization and social networks before or at the same time as them. Here's what you need to know about them.

They are familiar with and consumers of online training content.

There is a good chance that a Gen Z learner will have more limited work experience but be very familiar with learning online and independently. A study of Pew Research Center shows that until the 2000s, around half of young people had a summer job. That figure would have fallen to a third in the last two decades. These figures are valid for the American population but the figures for the last few years in France show They too a decrease in the number of young people taking jobs for the summer. They would be less familiar with the professional experience but are they lazy anyway? Not so sure since very many young people who do not work in the summer prioritize other experiences such as apprenticeships, unpaid internships, sports internships, etc. At the same time, this generation is the one that is the most inclined to seek and consume online training content. Moreover, there is a very high probability that Generation Z has already experienced e-learning during their studies, or even since elementary school.

Generation Z knows their lack of digital skills on computers, but they know mobile like the back of their hand.

Generation Z is probably the generation that has been most used to mobility. Some don't even have a personal computer, because the majority of their interactions with digital technology go through the telephone. The mobile is almost an extension of themselves and their main tool for all daily things: communicate, have fun, learn, etc. Most of these young people even admit to spending more time communicating online than in real life. This information should still be taken with perspective since this behavior is also due to the young age of this population. But This attachment to the mobile also means that their technical knowledge of work tools and office automation on computers is limited compared to the previous generation of millennials. A reality that therefore implies a need to learn about digital tools.

Generation Z easily searches and finds information online

A trait shared by millennials and Generation Z: they are the kings of search and manipulate search engines like a second language. They have the Google reflex in real time to look for answers or explanations to what they do not know or do not understand. Knowing the exact search terms to find accurate information or source is second nature for these young people, especially when it comes to looking for tutorials. Knowing “how to do it” is a leitmotif of Generation Z. Generation Z has learned a lot on the Internet: from video tutorials on YouTube to experiences on TikTok, it is not uncommon to find young people who create their own 3.0 user manuals themselves. They explain how to perform certain actions, how to replicate experiences, but also how to learn guitar, etc. The list is long.

Microlearning is made for them

If the 15-second format found on Snapchat or Tiktok is so successful, it's for a good reason. Certainly the attention of Generation Z is limited, but so is their patience. You have to get straight to the point, not go through four paths to deliver key information. This is also why microformats are the most suitable for this generation who loves scrolling and zapping. In a contradictory way, they are capable of consuming a multitude of micro formats over a single long period of time, as is the case with TikTok, but will have more difficulty staying in place in front of a single long-term format by doing just that.

A multimedia culture

More than any generation before them, Generation Z has put image at the heart of their culture. Young people communicate with a lot of photos, videos and voices. All means are good to get the message across more quickly. Why describe a feeling when a meme allows the other person to feel it more quickly and effectively? Why tell me about an achievement when a video shows it directly? Communicating by voice is a habit, which suggests that voice control will be a central tool in the daily lives of Generation Z in the future, so in his way of apprehending learning. We can therefore imagine for them in the future learning modules accessible by voice command, to meet in-situ information needs.

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Chapter VIII

What does the future of e-learning hold for us?

Creating training ecosystems

The main challenge in vocational training today lies in learning experience platforms. More and more companies will turn to relevant and efficient LMSs, which will be an integral part of training ecosystems. How do you create these ecosystems? In recent years, a main challenge around training and skills in companies is to maintain the correlation between the challenges of training, predictive management of jobs and skills (GPEC), professional projects, mobility, mobility, job classification, or even strategic workforce planning (SWP). To keep all of these issues connected, systems need to be connected and communicate with each other. To do this, it is essential to work with the right solutions, which can communicate with each other and allow at the same time to train, map, evaluate and adjust intelligently and interactively. Working with training ecosystems makes it possible to script multi-platform learning paths adapted to each type of learner and that can meet individual learning needs.

Integrating the learner environment

Another dimension of the future of e-learning lies in its integration with the entire learner ecosystem, excluding learning tools. It will be a question of integrating internal messaging, as is already the case with Slack, to allow training follow-up with learners, or even push content into context, according to needs identified by the data. This means that every e-learning solution on the market must be able to work collaboratively and in a virtuous manner in each ecosystem.

Unifying the user experience

The promise of learning experience platforms is to unify the user experience, while putting it at the center and pushing the right information to it.

In its ideal version, this project to reunify the ecosystem will make it possible to federate all training content, activities and learning experiences on a single mobile application and a single web application. Learning experience platforms allow the opening and aggregation of content from many sources, including from outside such as YouTube, making it possible to value sharing and exchange. Tomorrow's e-learning will leave a lot of room for the informal, in particular thanks to social learning and the interactions that LMS platforms allow.

Data at the heart of an omnichannel learning experience

Data is a central component in the future of e-learning. It will be at the heart of learners' individualized experiences and will optimize learning. To do this, the tools at the heart of training and learning ecosystems must be open to each other in order to communicate intelligently. One of the central challenges of e-learning in the future will lie in the ability of structures to aggregate the right data, give it meaning, and exploit it as part of the learning experience. Data helps the learner to know where he is, where he wants or needs to go and especially how to get there. It allows you to push the right content, at the right time, through the right channels. Data will make it possible to be omnichannel in the training process, to find the learner where he is, to help him assimilate and memorize knowledge in the best conditions.

“Training the trainers” in the e-learning of tomorrow

Many trainers, companies and training organizations have been taken aback by the pandemic. Many of them are used to face-to-face learning methods where e-learning was at best a support function or was used to complement the training. The great difficulty will have been in learning quickly how to use e-learning tools to continue interactions with learners. With the increasingly widespread use of asynchronous learning methods, what will be the role of the trainer in the future of learning? Traditional trainers working in classrooms or lecturing are not always equipped to succeed in an online or virtual environment. Providing training behind a screen requires specific skills, which is why there is a significant increase in the need to train instructors to improve themselves in virtual environments. Beyond training in the use of the tools, it is a question for trainers to learn how to design attractive and engaging formats for e-learning learners. In business, this means putting trainers back in training in the future in order to adapt the exercise of their profession to e-learning.

Workplaces are becoming flexible, and so is e-learning

2020 will have affected the world of work and learning in a lasting way. Many people who were put under house arrest and forced to work or study at home initially experienced the abrupt transition poorly. But studies are multiplying and showing that while some people show the need to return to face-to-face modalities in order to regain the collective and a social dimension, others on the other hand seem to want to make the distance modality a full-time habit or at least partially. The evolution of workplaces and learning means that apprenticeships in companies or training organizations must necessarily become more flexible in order to adapt to the new reality of learners, as diverse as there are individuals.

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