2) Augmented digital<\/h2>\n<\/p>\n
Whereas full digital is individual and asynchronous, augmented digital introduces synchronous group methods. The idea is to add periods of time to the solution during which people who are following the program can get together and:<\/p>\n<\/p>\n
- \n
- discuss things between themselves via a forum or chat<\/li>\n
- talk to a trainer thanks to telephone coaching<\/li>\n
- do both of the above in a virtual classroom framework for example<\/li>\n<\/ul>\n<\/p>\n
It is also possible to incorporate regular webinars or possibilities for User Generated Content but always using remote learning methods. As with MOOCs, the sequencing is generally more precise, with a start, an end and a speed of learning that is controlled by a trainer or administrator.<\/p>\n<\/p>\n
3) Blended learning<\/h2>\n<\/p>\n
A term which has been much used (perhaps too much?) in recent years, blended learning consists of mixing the methods which we have just described with periods of meeting face-to-face (classroom training, coaching, events, seminars, learning expedition). There are infinite number of possible combinations and in general they are based on common sense principles: use digital methods to put the emphasis on theoretical contributions and individual reflection\u00a0upstream\u00a0of the face-to-face training\u00a0so as to be able to make the most of hands-on interaction, simulations, sharing of experience and putting things into practice when participants meet face-to-face.\u00a0Revision exercises, as well as exercises in memory anchoring, hot and cold assessment, and certification are proposed in the downstream phase\u00a0of the solution\u2026 More elaborate solutions incorporate phases of inter-session\u00a0activities which allow for a stronger emphasis on putting acquired knowledge into practice and thus on gathering feedback that is more substantive and enriching.<\/p>\n<\/p>\n
4) Phygital learning<\/h2>\n<\/p>\n
Now we’re really getting to the heart of the matter!First, let’s start by telling you the definition that we are using as our basis for exploring this concept. Physical learning consists of tightly integrating digital activities into face-to-face sequences to create a learning experience that is surprising, rich and effective over time. In this way, the application used gradually comes to form a powerful backbone for the solution, enabling everything before, during and after the periods of physical meetings to be linked together. Here are a few very tangible examples of digital activities created using the app that we have been able to try out with our customers or on our teams during events:<\/p>\n<\/p>\n
- \n
- participate in a group\u00a0Brainstorming\u00a0activity on open questions: each participant proposes their ideas, and everyone votes for the ones they think are best<\/li>\n
- organise a giant challenge with a battle and podium in Live! mode<\/li>\n
- discover content locally thanks to geolocation tags<\/li>\n
- unlock specific content by scanning a\u00a0QR code\u00a0in specific locations<\/li>\n
- grant access to the remainder of the course thanks to a code obtained after successfully completing a challenge in real life<\/li>\n
- share photos on a dedicated feed to experience or relive the event<\/li>\n<\/ul>\n<\/p>\n
Watch the video below to discover the Teach on Mars phygital activities that we have been able to offer our customers who put themselves forward to test them as part of a highly colourful (red-themed) immersive experience.<\/p>\n
<\/p>\n<\/p>\n
*Model designed by J\u00e9r\u00f4me Wargnier – Alberon Partners<\/a><\/p>\n<\/p>\n
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