Publish at April 08 2019 Updated January 07 2026
As long as training was limited to the organization of group sessions, it took on the appearance of a training course or platform-based capsule. This organizational format overwhelmed the others, even though every pedagogue knows the limits of a situation that is out of sync with real-life practices.
Distance is possible, and often desirable, but nothing is ever exactly the same in a prepared course. The real thing comes with more uncertainties and indecisions than the practical case, hence its learning power. From there, two organizational modes are possible.
Paths and events form complementary visions of pedagogy. Although the two dynamics follow different rhythms and movements, their combination produces remarkable effects.
The pathway is a pedagogical progression: all the stages the learner goes through to reach a personal or professional goal. When this progression is organized by an instructional engineer, it corresponds to a sequence of exercises, real-life or training situations, or digital or non-digital learning activities, in chronological order (I start a task with...), logical order (from simple to complex), or according to the key skills identified in the activity (e.g. communicating or solving a problem).
This process is also experiential, when the learner uses situations from his or her own life to learn. This autonomous learning is informal and situated. It occurs as a derivative function of other situations whose explicit stakes are not necessarily to learn. An activity is carried out, offering the possibility of discovering and learning other things. For example, if I'm gardening or discovering bee-keeping, I'm learning about respect for nature, the customs of a village or the practices of a profession.
Gradually, in both cases, either from a pre-established path or from lifelong learning, it's possible to write the story of the adventures and learning goals that are reinforced and the orientations that are formed. The trajectory makes sense a posteriori, and the individual is able to tell the story of his or her journey.
The idea of the pathway also echoes the work of Francisco Varela, who shows how the stimuli and reactions offered by a brain constantly solicited by its environment develop. To learn by walking is to let time do its work.
An event is first and foremost a meeting with others, in a particular practical or inspiring location. When the place is unusual or steeped in history, it generates a desire to act, learn or innovate. The event is a meeting point. People gather and share. The coaction and co-learning effect is all the stronger when a large number of learners come together.
Then it's a point of dispersion. Everyone leaves with new ideas. He made a deposit with the collective. It's also loaded with emotions and knowledge. Information flows in both directions. Some people talk aboutedutainment, the Anglo-Saxon catchword for education and entertainment. In this expression, the training organizer is sensitive to the form that the meeting takes. He visualizes a series of tableaux, each one a stage set. Participants glide from one act to another, and each moment brings its own emotional drama, further reinforcing the affective hold of knowledge and further stimulating desire. Others go further, seeking to stimulate the desire to learn at a time when attention is dispersed - they evoke the eroticization of training.
The new training systems combine events and pathways in a digitized environment.
In the idea of a learning path, each person goes his or her own way, gathers with others for a while and then resumes his or her progress. From the training organizer's point of view, it becomes difficult to grasp such an amplitude of movement, unless one wants to trace what has become a learning ecosystem by means of ever more advanced data mining. In the future, as in the sales departments of supermarkets, analysis jobs may be developed to capture and track the traces left by learners.
Formaguide Stéphane Diebold - Faut-il érotiser la formation?
https://www.formaguide.com/s-informer/faut-il-erotiser-la-formation-par-stephane-diebold
EMarketing Edutainment https://www.e-marketing.fr/Definitions-Glossaire/Edutainment-241558.htm
Wikipedia - Francisco Varela https://fr.m.wikipedia.org/wiki/Francisco_Varela
Thot cursus - Choosing an inspiring training location
https://cursus.edu/articles/42216/choisir-un-lieu-de-formation-inspirant
Thot cursus - Is there a place for the job of learning data analyst?
https://cursus.edu/articles/36653/y-a-t-il-une-place-pour-le-metier-de-data-scientist-de-lapprentissage
Educ Sol - It all starts with pedagogical progression
http://eduscol.education.fr/sti/sites/eduscol.education.fr.sti/files/ressources/techniques/5184/5184-186-p78.pdf
Chevrier, J., & Charbonneau, B. (2000). Le savoir-apprendre expérientiel dans le contexte du modèle de David Kolb. Revue des sciences de l'éducation, 26(2), 287-324.
https://www.erudit.org/fr/revues/rse/2000-v26-n2-rse367/000124ar/
Alheit, P., & Dausien, B. (2005). Training processes and lifelong learning. L'Orientation scolaire et professionnelle, (34/1), 57-83.
https://journals.openedition.org/osp/563
4cristol.over-blog - Where does the idea of a learning ecosystem come from?
http://4cristol.over-blog.com/article-d-ou-vient-l-idee-d-ecosysteme-d-apprentissage-ou-nous-conduit-elle-114004644.html
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