Comment adapter le contenu d’apprentissage numérique pour les employés ayant des niveaux de compétence linguistique différents ?

I try and keep the module as visual as possible in such scenarios. Visual/Animations/Images can convey a universal meaning to most folks bridging the language barrier you may face when dealing with an audience that is multi-lingual or have different levels of language proficiency.

There are no easy answers here and localization questions require careful and thorough analysis. Not only must learning be accessible, but the tools they will use later after they are trained need to be available. If not, then perhaps requiring another language competence is required. Are the technical terms present in the requested language? What kind of educational culture do the students come from? What are the students' expectations of the learning and the trainers (if any). All these questions and more need to be asked and answered before embarking on localized training.

Providing and adapting to others to help understanding for every students to understand. Translation / maintaining learning skills.

Having a bilingual education consultant readily available and present for QandA is also helpful human contact and interaction is missing badly from our learning environments; because we all learn differently a human can adapt quickly to integrate information in differ by learning styles in order to retain the material

Following good Universal Design (UD) practices can help make digital learning content accessible to those with limited language skills. Providing searchable transcripts and subtitles helps all viewers access and retain the materials more effectively.

Diagrams, infographics and relevant images are key not only to address different language competences, but also to add an extra layer of meaning. They can help process information in a meaningful way as well as to support or challenge our interpretation of the content. The challenge, I think, is to design them in a way that adds value to learners and that makes sense both as a unit and as part of the content as a whole.

But what about learners who learn kinesthetically? Or learners who learn by feeding information back orally ? I don’t think replacing traditional learning styles for e- learning will be successful for everyone

Providing words and images at the same time takes advantage of the way our brains work. This strategy is supported by Mayer's cognitive theory of multimedia learning. Essentially, Mayer's dual channel principle says that our brains can receive words and images at the same time, so using video and images along with spoken dialog or written text can increase capacity for learning.

Care must be taken to match the learning preparedness of the learning audience. It is very important to establish and consistently maintain a learning level throughout a learning experience. There are very few things that will turn off students quicker than training that assumes they know quite a lot at one point and then treats them like untutored and inexperienced students with profound learning disabilities the next. Be very careful not to simplify things over much. Certainly present topics and concepts in such a way that the majority of students have no difficulty connecting the dots and achieving understanding.

If you have concerns about oversimplifying content, try using links or info boxes that the learner can open to review definitions or to get more information. This strategy can allow learners of different skill levels to access the same learning experience.

When I approach this subject I am always reminded of the marketing of American baby food in Africa in the 20th century. At that time, the vast majority of Africans were illiterate and so most products produced in Africa had pictures of whatever was in a jar or can on the label. Comes baby food with pictures of smiling Caucasian babies on them... One also must avoid assuming that people in different regions will have the same emotional connections between words or images that you learned growing up in your birthplace. Doing research helps, but it is always helpful to engage the participation of people from the local culture(s) who can review and comment on materials early in the review cycle.

1. Use clear and simple language, avoiding jargon and technical terms that may be unfamiliar to some learners. 2. Incorporate diverse images, videos, and scenarios that reflect the learners' backgrounds and experiences. 3. Use gender-neutral language and avoid assumptions about learners' gender, race, or cultural background. 4. Be sensitive to different learning styles and abilities, providing options for learners with disabilities. 5. Ensure that all content is free from bias and stereotypes, promoting respect and inclusivity. 6. Consider localization and translation options.