[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-597757-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-597757-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","digital-environment-for-a-training-group","Digital Environment for a Training Group","","Instructional designers at a European university were tasked with converting an on-campus training program for working professionals into an online delivery model. Over several months, the project produced a modular online training program focused on managing individual courses, supporting peer exchanges across a highly heterogeneous audience, and preserving interpersonal relationships as part of the learning experience. Key challenges included module-based personalized learning, limited confidence in the program coordinator, and limited ICT knowledge within a less-than-ideal institutional environment where the LMS had mainly served as a content repository.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/digital-environment-for-a-training-group/597757/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/digital-environment-for-a-training-group/597757.png","ImageObject",300,407,{"name":42,"@type":43},"SANS","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":33},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What was the main task for the instructional designer in this case?","Question",{"text":62,"@type":63},"The instructional designer was asked to convert an existing on-campus program for working professionals into an online delivery format over several months.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How did the university mainly use its LMS before the online program project?",{"text":67,"@type":63},"The LMS was mainly used as a content repository, with digital environments often serving to archive resources rather than to create online learning activities.",{"name":69,"@type":60,"acceptedAnswer":70},"What were the key challenges during the design of the online program?",{"text":71,"@type":63},"Challenges included module-based courses emphasizing personalized learning, limited confidence in the program coordinator, and a lack of ICT knowledge by the design team in an institutional context unfavorable to ICT use.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},597757,1792452197,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":33,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},962090760505,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","How do you implement a Digital Environment to support a Training Group? Comment organiser son environnement numérique pour soutenir le groupe en formation ?  \nAnne Ronchi  \nAbstract  \nThis case deals with an instructional designer (ID) working at a European university who has been asked to convert an existing on-campus program for working professionals to online delivery. This case took place over a period of several months and led to the development of an online training program. The program was designed to facilitate management of the individual training courses, while supporting exchanges between participants from a highly heterogenous audience. Interpersonal relationships that developed within the group remained a basic component of the training experience. The main challenges encountered by the instructional designer were the module-based courses that emphasized personalized learning, a lack of confidence in the Program Coordinator, and a lack of ICT knowledge by the design team in an institutional context unfavorable to the use of ICT. The courses offered by this university were mainly on-campus and the LMS was mainly used as a content repository.  \nKeywords: Europe, training group, LMS, blended learning, forum  \nGeneral Context  \nThe stakeholders  \nHenry: Pedagogical engineer  \nMartine: Coordinator of the training program  \nCaroline: Director of the training program  \nChristine: Scientific collaborator, Continuing Education Service  \nCharles: IT developer, colleague of Henry  \nThe University of the Lake proposes several learning management systems to help evolve its online courses and thus contribute to the ongoing improvement of quality in higher education. However, despite the institution providing access to various e-learning tools (LMS1, virtual campuses, virtual or digital working environments, etc.), faculty use the digital environments mainly to archive resources (e.g., document, course syllabi) . Rare were those faculty who developed learning activities online. Henry had been working at the University of the Lake for six years and was recently hired to join the E-learning Support Team based on his successful experiences using the LMS for training programs. As part of of his new job, he was in charge of reporting on the technological and pedagogical (techno-pedagogical) needs of users linked to the various tools developed by the university’s E-learning Support Team. This job was a pilot project to evaluate the effectiveness of integrating an ID into a team of computer programmers.  \nThe courses offered by Lake University were mainly delivered on campus and the LMS was used primarily as a teaching resources repository. Blended courses were mainly of two types:  \n1) Teaching and Knowledge Acquisition or 2) Multimedia Resource-based Teaching (Burton et al., 2011) . The latter type was quite common in the Continuing Education Department (CED), which encouraged Program Heads to integrate ICT in order to improve teaching and to make their programs more accessible. It was in this context that Henry was contacted by Christine. They had collaborated previously on a number of projects and found that they  \n1 Learning Management Systems  \nworked well together. Christine was an SME who worked for the CED and who spent a large amount of effort helping Program Committees imagine innovative teaching scenarios.  \nThe Training Program  \nChristine wanted Henry to meet Martine who coordinated one of the CED’s training programs. “Would you be available to work with Martine in assessing the usefulness of a platform for a module-based program?” During the conversation, Henry learned that Martine had had training on how to design an online course, something that should facilitate their collaboration. Shortly afterwards, a meeting was arranged.  \nAt the first meeting, Henry was introduced to both Martine and Caroline, a faculty member at the University. As program head, 10 % of Caroline’s workload was devoted to the training program. Ho","cbCaidc8k3T9P2hP","https://ap.wps.com/l/cbCaidc8k3T9P2hP","pdf",638362,23,"English","# How to implement a digital environment to support a training group\n## Case overview and instructional design goals\n## Stakeholders and roles in the project\n## University context: LMS use and blended course types\n## Designing the training program and learning activities\n## Key challenges and constraints","[{\"question\":\"What was the main task for the instructional designer in this case?\",\"answer\":\"The instructional designer was asked to convert an existing on-campus program for working professionals into an online delivery format over several months.\"},{\"question\":\"How did the university mainly use its LMS before the online program project?\",\"answer\":\"The LMS was mainly used as a content repository, with digital environments often serving to archive resources rather than to create online learning activities.\"},{\"question\":\"What were the key challenges during the design of the online program?\",\"answer\":\"Challenges included module-based courses emphasizing personalized learning, limited confidence in the program coordinator, and a lack of ICT knowledge by the design team in an institutional context unfavorable to ICT use.\"}]","Digital Environment for a Training Group | PDF",1792085647,58]