Understand design activities in the use of digital tools

How does the use of digital tools, such as virtual reality, change the processes of understanding and pedagogical design among trainers?

The growth of new technologies (Redecker, 2010) makes the integration of digital technology into education and training a necessity. Trainers are faced with the exponential emergence of available artefacts (Romiszowski, 2003; Gagné, Briggs, Wager, 1992; Terrien, 2010, 2018; Schumacher, 2018) as well as a gap between their skills and the digital skills of their learners (Garrot, Psillaki and Rocchia, 2009; Raby, Karsenti, Meunier, and Villeneuve, 2011). A situation of forced adaptation that can lead to a form of "do-it-yourself" in the use of digital tools.

Distance learning is becoming so widespread that it is competing with "traditional" face-to-face training on various levels. Meta-analyses of distance education in universities (Fenouillet and Déro, 2006; Koutsoupidou, 2013; Jenkins, and Crawford, 2016 ; Terrien & Güsewell, 2020) mention in particular the studies carried out on business development and the economic stakes of European and North American universities (Amin & Roberts, 2006; Garrot, Psillaki, Rocchia, 2009; Brown & Liedhom, 2002; Ducreau & Lauch, 2007; Becker & Watts, 1995, 2001; Garret & Jokiverta, 2004). In addition, there is research on 'artefacts used: software, tutorials, etc.'. "(Romiszowski, 2003; Gagné, Briggs, Wager, 1992; Terrien, 2010, 2018; Schumacher, 2018), and analyses on the collaboration and cooperation induced by digital tools in training (Henri & Lundgren-Cayrol, 2001 ; Huette, 2011; Terrien, 2010, Gillies & Ashman, 1996; Devauchelle, 2014; Giovannini-Cartulano, Coen, Güsewell, & Paukovics, 2018; Paukovics, Coen, Güsewell, & Giovannini-Cartulano, 2018).

These studies show that it is not the artefact itself that will be at the origin of the efficiency of training, but rather the relevance and coherence of their use in educational content (Baldwin & Ford, 1998; DeRouin, Fritzsche, & Salas, 2004; Güsewell, Coen, Paukovics, & Cartulano, 2018; Ponnuswamy & Manohar, 2016; Terrien, 2010, 2018).

Romiszowski (2003) shows, in a study conducted in the United States, that e-learning (a term used for distance education) leads to a change in the roles of students and teachers. Skills upgrading becomes compulsory. In addition, studies of European and Canadian universities (Garrot, Psillaki and Rocchia, 2009; Davidson, 2007) reveal a gap between the trainer's perception of his or her mastery of ICT and his or her actual skills. They often overestimate their abilities. Indeed, teaching with digital technology requires extra effort and differs. Trainers must adapt and work in collaboration with their colleagues and experts in order to anticipate difficulties in transmitting knowledge (Terrien, 2010, 2018).

My research project focuses on the use of digital tools by trainers in technological training situations. How is the task thought out by trainers? What are the learning objectives and processes they are aiming for?  What relevance and coherence can the training envisaged have? To what extent do these tools reinforce the learning of pupils and their appropriation of content?

Observing learning situations and analysing the use of digital tools will enable me to analyse the development of the trainer's skills. Thus, my thesis questions the evolution of learning content creation processes. In particular, on the differences in the conception of modules designed for a use of ICT in a face-to-face, synchronous or asynchronous distance learning environment.

My first hypothesis is that the use of the digital tool modifies the trainer's conceptions of the teaching object. My second hypothesis is that this modification of the conception is due to the constraints linked to the use of the digital tool and to the feedback of the students on the modalities of knowledge acquisition.

The methodology is based on participatory research methods (Gadille, Celik and Cappellini, 2019), the clinical approach (Clot and Leplat, 2005; Bondel, 2007) and the principles of continuous improvement (ISO 9001). At first, I will conduct a preparation phase (data collection) and planning of the experiment. Then an experimentation phase, accompanied by a control phase. Finally, I will compile the results observed in an analysis phase in order to verify the validity of my hypotheses, but also to identify areas for research after my thesis. The experiment will be based on the cross observation of training courses with identical pedagogical objectives using face-to-face teaching, synchronous distance teaching and asynchronous distance teaching. The trainers have at their disposal an e-learning platform (LMS) accompanied by 3D environment virtualization software (Speedernet's SPHERE software). We will start our experimentation with pre-interviews with the trainers on their teaching activities with or without digital technology. Tools such as semi-structured interviews; surveys; questionnaires; simple and cross-confrontation interviews (Barrère, 2008) will be used for the pre- and post-interviews as well as for any necessary intermediate exchanges. The second phase of the experimentation is a phase of observation of the design processes and learning situations. At first, an observation of the module design modalities by the trainers in collaboration (or not) with the research and development team. Then, observation of the appropriation of tools in learning situations, but also the way in which trainers adapt following feedback from learners. The data collected before and during the experimentation as well as indicators such as the trainers' reactivity following feedback from learners or the involvement of students in relation to the different tools will provide me with the results I need to check the validity of my hypothesis.

The analysis of the data collected throughout my research as well as the observations made during the experimentation will allow me to identify markers of educational design modification. First of all, changes in the design process depend on the positioning of the trainer in relation to the system created. The trainer identifies the pedagogical environment of each device (face-to-face, synchronous and asynchronous distance learning) and questions his relationship to the knowledge taught according to each device. The concerns of trainers in preparing courses, assessing skills, defining objectives, etc., will be indicators of the extent to which the trainer's posture changes between systems. Then, once the modules have been created, observation of trainers in learning situations will reveal the mechanisms implemented to deliver the course according to the constraints linked to digital tools. The trainer must re-evaluate his relationship to the tool and identify his level of skills and his ability in their use so that his assessment is in line with his actual level. In addition, interaction with learners (feedback to trainers) and data collected on student success in relation to the devices will show under what circumstances the trainer has changed his way of teaching and brought the course to life. The more attentive trainers are to the needs and expectations of their students, the more they will be able to adapt their courses to the specific features of the systems. Finally, our methodology based on participatory research methods associated with the principle of continuous improvement, in particular the evaluation phases (ISO 9001) will enable us to measure the impact of the efficiency of training modules on trainers in terms of understanding and appropriation of digital tools.

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