# Integrating Technology in Sports

Daniela Al Khoury Hanna

► To cite this version:

Daniela Al Khoury Hanna. Integrating Technology in Sports. 202304, UCA - INSPE Académie de Nice. 2023, pp.34. hal-04263900v2

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<figure><img src="image_1.png" /></figure>
# Integrating Technology
in Sports

Daniela Al Khoury Hanna

MSc SmartEdtech Program

Research Report N° 202304— July 2023 — 34 pages.

**Key-words:** Technology - Sports - eLearning - LMS - EdTech - Gamification - Digital Learning - Microlearning

<MSc Smart EdTech M1 - daniela.al-khoury-hanna@etu.univ-cotedazur.fr>
CONTENTS

I- Intern condition, establishment presentation.................................................. 2

A. Introduction.................................................................................................................. 2

B. Future Learning Studio presentation................................................................. 2

C. Role and Responsibilities.......................................................................................... 2

II- Operational report........................................................................................................ 3

A. Problem position:........................................................................................................ 3

B. Context.......................................................................................................................... 4

C. Organization.................................................................................................................. 6

Part I: Proposal.................................................................................................................. 6

Part II: Implementation.................................................................................................... 17

D. Results.......................................................................................................................... 24

E. Discussion and perspective.......................................................................................... 25
# I- INTERN CONDITION, ESTABLISHMENT PRESENTATION

## A. INTRODUCTION

The purpose of this internship was to gain hands-on experience in the development and integration of e-learning courses into a Learning Management System (LMS), as well as to explore and contribute to the evolving landscape of education for our generation and future generations. This internship opportunity was a requirement from University Côte d'Azur to enhance my practical skills and understanding of instructional design, e-learning methodologies, and LMS administration.

During the period from 3rd October 2022 to 30th April 2023, I had the privilege of conducting my internship at Future Learning Studio in Grenoble, France. Throughout this internship, I had the opportunity to work alongside experienced professionals in the field of digital learning.

## B. FUTURE LEARNING STUDIO PRESENTATION

Future Learning Studio is a digital learning agency based in Grenoble, France, and led by directors Mr. Antoine Sacoun and Mr. Christophe Barthe, served as the host organization for my six-month internship. The studio specializes in the development of e-learning solutions, websites, social networking platforms, promotional videos, and multimedia presentations.

## C. ROLE AND RESPONSIBILITIES

During my internship at Future Learning Studio, my role as an Instructional Designer and LMS Assistant Administrator encompassed the following responsibilities:

* Designing and developing effective learning materials, courses, and training programs for the *** company.

* Collaborating with a team of four professionals in the Instructional Design department to conceptualize and execute projects.

* Utilizing tools such as Articulate Rise and Storyline to create interactive and engaging e-learning modules.

* Applying video editing skills using Adobe Premiere to enhance course content.
* Utilizing Adobe Cloud for designing visually appealing and engaging educational materials.

* Assisting the CEO in the management and maintenance of the Learning Management System (LMS).

* Ensuring the smooth operation and accessibility of the LMS for learners and instructors.

* Supporting system updates, troubleshooting technical issues, and optimizing the user experience as an LMS Assistant Administrator.

* Contributing to the development of innovative approaches and strategies for effective knowledge transfer and skill development.

* Keeping up to date with industry trends and best practices in instructional design and e-learning methodologies.

Through these combined responsibilities, I had the opportunity to enhance my skills in instructional design, content development, LMS administration, technical support, and creative software tools. My contribution as an LMS Assistant Administrator played a crucial role in supporting the CEO and ensuring the efficient functioning of the learning management system, thus facilitating a seamless digital learning experience for learners and instructors alike.

# II- OPERATIONAL REPORT

## A. PROBLEM POSITION:

The *** company as the representative of the *** sports movement, plays a key role in volunteer engagement and leadership development. Training is a core part of its mission, and the *** is committed to supporting volunteer engagement and recognition within sports associations daily.

Renewing volunteer engagement and achieving gender parity in leadership positions are key challenges for the sports movement. Three observations emerge from the current situation:

1. While the number of volunteers remains high in France, their forms of engagement appear more sporadic, and the lack of renewal among stakeholders leads to an overall aging, especially within leadership
roles. The health crisis has exacerbated this situation as many sports organizations have seen their volunteers leave and have been experiencing a shortage of human resources since.

2. As part of the project led by its new president, the *** has committed to promoting gender parity by supporting women in their assumption of roles and responsibilities within sports leadership.

3. The law passed in early 2022, aiming to democratize French sports and enforce gender parity in national sports organizations starting from 2024, will open up access to leadership positions for many women.

## B. CONTEXT

The *** company aims to support the integration of women in leadership positions within national sports organizations. In this regard, the *** has requested a proposal for an accompanying program.

The needs expressed by the *** are as follows:

1. Providing managerial skills and professional qualities for leading an organization:

* The integration of new individuals into national sports leadership positions requires specific skills to implement projects successfully. Beyond the technical aspects to master, the development of professional qualities and soft skills is crucial in fostering self-confidence and belief in one's abilities.

2. Familiarizing participants with the French sports sector.

* The French sports sector is a complex field with numerous specificities and intricacies. To facilitate participants' integration into sports organizations and enable them to navigate through various matters, having knowledge of key stakeholders, organizational structures, industry codes, and major challenges becomes a significant advantage.

3. Offering personalized guidance and support.

* The ***'s endeavor to support 300 women within a three-year timeframe is ambitious. The participating women are likely to possess diverse profiles. To ensure the effectiveness of this program
and to engage the participants fully, it is crucial to tailor the guidance and support to their specific needs, offering an individualized journey that aligns with their expectations.

4. Designing attractive and engaging content.

* In general, volunteer leadership training in France lacks appeal. The success of a training program relies on the quality of the content delivered, the diversity of utilized resources, and the expertise of the instructors (both in terms of subject matter knowledge and their ability to effectively transmit information remotely).

5. Developing a digital platform.

* In general, volunteer leadership training in France lacks appeal. The success of a training program relies on the quality of the content delivered, the diversity of utilized resources, and the expertise of the instructors (both in terms of subject matter knowledge and their ability to effectively transmit information remotely).

The **three convictions** proposed by **Future Learning Studio** to address the specific **needs** and **aspirations** of **women** in **Leadership** positions within the sports sector are the following:

o **Conviction 1:** Amplifying Women's Engagement with this Program

* Bringing an experiential dimension to the training by offering a unique and rare journey that ignites enthusiasm.

* Promoting a collaborative approach to engage all stakeholders (participants, trainers, sports professionals, experts).

* Inspiring participants by featuring speaker profiles or experiences that evoke emotions.

o **Conviction 2:** Encouraging Interactions at Every Stage of the Program

* Organizing certain face-to-face events to encourage exchanges and peer collaboration (events, co-construction spaces, interventions, emotional experiences).

* Organizing certain face-to-face events to encourage exchanges and peer collaboration (events, co-construction spaces, interventions, emotional experiences).
* **Conviction 3:** Creating a Program Tailored to Various Profiles of Women Managers

* Taking into account the need for individualization of learning paths and introducing agility to foster engagement.

* Developing training modalities that respond to new practices, considering short formats, accessible materials, adaptability of pace, and flexibility in learning.

## C. ORGANIZATION

The organizational section of the report will be structured into two parts. The first part will focus on the proposal developed by Future Learning studio, outlining how it addresses the requirements of the company and helps them achieve their desired objective. The second part will delve into the implementation of the proposed solution, examining its practical application.

## Part I: Proposal

Future Learning has organized its work to meet the needs of *** and achieve their intended goal. They have proposed the following:

### Task 1 – The support program and associated content

#### I. Our Commitments

1. **Cohesion:** Creating a sense of trust, belonging, and cohesion will be a priority. We aim to foster a supportive and collaborative environment throughout the program.

2. **Friendliness:** To maximize participant engagement and ensure a truly immersive learning experience, friendliness will be at the core of our facilitation and interactions. We strive to create a warm and welcoming atmosphere.

3. **Competence:** Developing the leadership skills of the managers is our top priority. We will focus on providing practical solutions to real-world challenges they face in their roles. Practicality will be the guiding principle of our approach.

4. **Interactivity:** Our pedagogical design, instructional tools, and network facilitation will ensure strong interactivity among all stakeholders. We believe in active participation, discussions, and knowledge sharing.
5. **Inspirational**: Both the speakers and participants will serve as sources of inspiration. The exchange of experiences and shared insights will enable participants to envision themselves in their current or future leadership roles.

6. **Dynamic**: The module design, varied pedagogical approaches, facilitation, and interactive sessions contribute to the implementation of a dynamic training program. We aim to create an engaging and dynamic learning environment that keeps participants motivated and actively involved.

## II. Program Implementation: Accompanying Program Journey

The training program comprises of 9 e-learning courses, 9 virtual classroom sessions conducted remotely (offering multiple time slots throughout the week) and group assignments.

A plan for the program was very well organized to meet the needs of the project.

Comprehensive support throughout the program through:

* Instructional sessions.

* Targeted assignments.

* Personalized coaching sessions.

## Task 2 – The pedagogical program

### I. Focus: Proposed Pedagogical Scenario

The e-learning modules will be divided into 20-minute sub-modules, allowing for a more dynamic and engaging learning experience. Participants will also have the flexibility to complete the modules in multiple sessions.

#### 1. Objectives

Our goal is to:

* Offer a high-quality, dynamic, and interactive training program.

* Provide diverse content types that foster engagement among participants, utilizing a Small Private Online Course (SPOC) format.

* Adapt the pedagogical methods to suit the specific content of each thematic area.
## 2. Methodology:

We propose a comprehensive pedagogical journey composed of various complementary pedagogical approaches, including:

* Self-paced e-learning modules, with varying durations depending on the topics covered (approximately 1 hour).

* Virtual classrooms via video conferencing, featuring subject matter experts who will illustrate best practices and share professional insights (approximately 1 hour).

* Workgroups that incorporate discussion forums and practical case studies, allowing learners to interact, ask questions, and exchange knowledge (approximately 1 hour).

## II. Focus: The e-learning course

### 1. Objectives:

* Individual self-paced e-learning training

* The online e-learning modules are **interactive, user-friendly, and accessible on various devices** (PC, smartphone, tablet).

* Each learner can complete the modules independently, without any constraints of location or time.

* This training is **asynchronous**.

### 2. Proposed Methodology:

Based on the different topics, **3 to 4 microlearning-modules**, each approximately **20 minutes long**, will be created.

To enhance learner retention, it is important to create information blocks, effectively dividing the content of each topic into micro-modules (chunking).

The modules will be made available according to a training schedule, and learners' progress will be tracked through the LMS platform and its reporting system.

### 3. Microlearning-Module:

Each microlearning-module consists of a combination of interactive text and graphics, animations, videos, audio, practical exercises, and access to
additional resources. Here is a detailed breakdown of the micro-module
content:

* Learning objectives

* Content screens (text and images)

* Animated or interactive diagrams illustrating a process.

* Practical and interactive exercises (e.g., drag and drop)

* Simulations (scenarios enabling learners to apply the content to real-life situations).

* Mini interactive games.

* Videos (demonstrations, testimonials, etc.)

* Quizzes (knowledge checks and assessments)

### III. Focus: Virtual Classroom

#### 1. Objectives:

* A virtual classroom designed to facilitate interaction.

* Create a training experience that closely resembles face-to-face interactions by promoting interactivity in virtual classes (testimonials, case studies, and tutorials).

#### 2. Proposed Methodology:

In the case of a virtual classroom, the course takes place remotely using video conferencing software.

Participants attend the course synchronously, led by an expert. They have the opportunity to actively participate, interact, and ask questions, just like in a traditional classroom setting.

On the platform, learners will have access to course replays for review purposes.

#### 3. Group Management:

* Number of groups: 5

* Group size: 20 participants
* Fixed groups based on **chosen time slots**.

* An initial **survey** will be conducted at the beginning of the program to identify preferred time slots.

* For **each module**, multiple time slots will be provided within the same week (time slots for the virtual class and group training).

* Midday **break**.

* Late **afternoon sessions**.

* Evening sessions.

#### IV. Focus: Group Work

##### 1. Objectives:

* Learn **from others** through the sharing of information, ideas, and documents.

* Emphasize collaboration and a sense of community.

* Leverage the **concept of social learning**.

##### 2. Proposed Methodology:

The application of social learning is implemented through various forms:

a. **Discussion forums**: These forums allow learners to exchange ideas on specific topics suggested by a facilitator (expert). The facilitator guides the discussions to ensure constructive sharing.

b. **Group work**: Group activities aim to foster a spirit of collaboration through teamwork. They often involve practical exercises or case studies.

##### 3. Group Management:

* Each group will be divided into 5 subgroups of 4 people.

* A problem related to the module's theme will be identified.

* Each group will be given a designated time to work on the problem, collaborate as a team, and prepare a presentation.

* The expert will provide guidance throughout the exercise, rotating between groups.
* Each group will present their findings and be challenged by the other groups.

* The expert will provide feedback on the group presentations.

## V. Focus: Typical Module Schedule

* Each module follows a consistent schedule.

* Adaptations can be made based on different themes.

* Form 5 groups of 20 participants for virtual classes and group work.

* Offer 5 different time slots throughout the week.

* Accommodate the availability of participants.

* Adjustments may be proposed based on the attendance of the groups for the first module.

<figure><img src="image_2.png" /><figcaption>Time slots A</figcaption></figure>

## VI. Focus: Participant Support 1/4

### 1. Mobilization of an Expert Network:

* The chief of the project leverages its network of experts who have been collaborating with him for several years, particularly in supporting trainees in sports-related training programs.

* Two experts are available to contribute as coaches for personal development or as instructors in training sessions, depending on the topics.

* Depending on the number of participants requiring coaching, the chief of the project can engage additional coaches.
## 2. Objectives:

The objectives we aim to achieve with this proposal are to:

* Provide personalized coaching for those expressing the need for it.

* Facilitate the program through key events (conferences and guided exchange sessions).

## 3. Proposed Method:

The coaching support we offer encompasses various aspects throughout the program:

* Personalized coaching services.

* Participation and speaking engagements in events (conferences/breakfast meetings).

* Facilitation of exchange sessions during gatherings and networking moments.

* Personalized or small-group support in sports-related areas of expertise.

# VII. Focus: Participant Support 2/4:

## 1. Personalized Coaching Offer

* Provision of individual coaching sessions.

* The topics covered in these individual coaching sessions include managerial and leadership skills development, as well as overall personal development subjects.

* After assessing the needs at the beginning of the program and considering the coachee's challenges, the sessions will focus on **the following objectives**:

* Deepening self-awareness: clarifying one's working style, and personality, identifying strengths and areas of improvement, and defining professional objectives.

* Reflecting on past experiences to build confidence, identify skills, and determine added value.
➤ Enhancing the coach's performance by unlocking their potential through self-generated solutions.

## 2. Intervention Methods:

* These coaching sessions will be tailored to the specific needs of each coach.

* Typically, individual coaching sessions consist of 6 sessions, each lasting 60 minutes.

## 3. Assumption for Our Response to Your Request:

To provide a budget estimate despite limited visibility regarding the nature of needs in this area, we assume that approximately eight women would request individual coaching. Therefore, the budget presented in our financial summary covers the coaching support for 10 individuals, with each person receiving six 1-hour coaching sessions.

# VIII. Focus: Participant Support 3/4

## 1. Launch Conference "Career/Management"

At the beginning of the program, to gather all participants around a strong and impactful event, we propose an unprecedented conference. The agenda includes interviews with high-level sportswomen who have reached executive positions, followed by a conference titled "Women Leaders: Liberating Yourself from Imposter Syndrome."

The **objectives** of this conference are to understand imposter syndrome and learn how to alleviate it:

➤ Understand imposter syndrome (recognize its manifestations, identify what triggers and perpetuates it, become aware of its impact on management and careers).

➤ Alleviate imposter syndrome (assess the intensity of one's imposter syndrome, become aware of cognitive biases, learn to identify strengths, and embrace one's legitimacy).

## 2. Intervention Methods:

* Possible formats:

* In-person (to create a "gathering and networking" opportunity).
* Remote, webinar format.

* Duration: 2 hours

* Number of participants: Unlimited

* The interview and conference will be hosted by a former journalist and certified professional coach with a degree in Coaching and Management - Executive Coaching. She is a specialist in imposter syndrome and its impact on management.

# IX. Focus: Participant Support 4/4

## Gathering and Networking Time

### 1. Objectives:

* Foster connections and a sense of community among the participants, enabling them to exchange ideas and discuss common challenges.

* These circles aim to cultivate a spirit of community and are based on a pragmatic approach focused on sharing practices, mutual support, and collective intelligence.

* Participants facing similar professional challenges can share their experiences and learn from each other.

### 2. Intervention Methods:

Circles are formed, bringing together approximately fifteen participants.

These circles meet multiple times throughout the program (multiple options are possible, such as one session per group), for example:

* Guided by a professional coach, **participants in each circle first identify the main professional challenges they wish to discuss during the meetings.**

* Each meeting is then dedicated to one of these challenges. Facilitated by the professional coach in a caring and confidential manner, participants share their situations and the solutions they have implemented.
## Task 3 – A unique experience

### 1. Objectives:

* Provide a unique learning experience.

* Utilize the best of in-person and remote learning to create an innovative and dynamic program.

* Foster a sense of belonging to a network through shared learning experiences.

### 2. Intervention methods:

* We propose organizing two in-person gatherings, each featuring a conference:

* At the beginning of the program: a short conference on an impactful topic related to the program's content.

* At the end of the program: a ceremony and significant event featuring a mini conference.

* We also suggest organizing two remote "breakfast learning" sessions, where a guest speaker will address a current topic or specific challenge in a short format. This could also be an opportunity to engage participants on an international level.

### 3. Program closure:

* Organize a ceremony to celebrate the completion of the training program, emphasizing a sense of accomplishment and growth.

* Provide an opportunity to attend a rare and unique event where prominent figures, both national and international, from the sports industry and beyond, share their insights.

* Conclude with a mini closing conference featuring influential women leaders, both from the sports world and other fields.
## Task 4 – Personalization of Pathways

### 1. Objectives:

* Tailor the learning experiences to meet the specific needs and goals of each participant.

* Provide a personalized and flexible approach to accommodate individual preferences and learning styles.

* Enhance engagement and motivation by allowing participants to focus on areas most relevant to their professional development.

### 2. Intervention methods:

* Conduct individual assessments or surveys to identify participants' learning objectives, interests, and areas of focus.

* Offer a range of elective modules or specialized tracks that participants can choose from based on their preferences and needs.

* Provide personalized guidance and support from coaches or mentors to help participants navigate their learning journey.

* Adapt the pace and intensity of the program to accommodate individual progress and ensure a customized learning experience.

* Incorporate feedback mechanisms to allow participants to provide input and shape the direction of their learning.

## Task 5 – Evaluation and Certification

### 1. Objectives:

* Assess participants' skills at the beginning and end of the program.

* Implement a lightweight certification process.

### 2. Intervention methods - "Evaluation":

* Assess the progression of participants' skills. Questionnaires in the form of quizzes will be distributed throughout the program to evaluate participants' skill development.
* Monitor program attendance. Participant attendance will be tracked on each module through the platform, and video conferencing tools will allow for the generation of attendance and time spent reports. A program completion certificate will be awarded at the end of the program.

* Evaluate the program. Each module will be evaluated through a satisfaction survey, and a specific survey will be conducted at the end of the program for overall evaluation.

### 3. Intervention methods - "Certification":

* A lightweight certification process will be implemented based on participants' program attendance.

* The proposed platform includes a certification system (in Part II-IV). The *** (through this LMS platform) will be able to issue a program completion certificate.

## Part II: Implementation

### Integration of the program on a platform

#### I. LMS Platform

The Learning Management System (LMS) platform allows for:

* Managing courses for different groups.

* Tracking user progress.

* Sending notifications and issuing certificates.

* Organizing groups.

* Managing forums for learner interaction.

* Utilizing web conferencing or live streaming tools.

##### a. Learning platform building:

Future Learning build the company's learning platform with the following features:

* Web application (HTML5, CSS, JavaScript).
* Responsive web design and interface: easy navigation and optimization for mobile and iPad devices.

* Compatibility with different devices: mobile, iPad, desktop PC, and Mac.

* Easy integration and updating of e-learning content.

* Possibility to create a public space and a private space.

* User and content management space.

* Platform security: GDPR compliance (General Data Protection Regulation).

P.S: Attached pictures in the [Results](#) section.

**b. LMS description:**

A platform contributors can create, integrate, and distribute various types of e-learning content such as training courses, assessments, presentations, quizzes, videos, etc.

With this solution, administrators can:

* Manage training courses (private or public).

* Create different modules for different groups.

* Track user progress.

* Send notifications and issue certifications.

* Organize groups.

* Manage forums with learners.

* Use web conferencing or live streaming tools.

The platform supports SCORM data and the Tin Can API<fnref n="1" />, specifically SCORM 1.2 and SCORM 2004. It is therefore very easy to integrate e-learning content created by third-party tools such as Articulate Storyline, Rise, Ispring, etc.

**c. Configuration:**

The platform can fully configure to meet the company's needs:

<footnote n="1">¹ https://xapi.com/scorm-vs-the-experience-api-xapi/</footnote>
* User configuration: roles, profiles, groups, etc.

* Content configuration: catalog organization, courses, metadata, objectives, etc.

* User interface configuration.

**d. Interface:**

The interface refers to the visual aspect, ergonomics, and services available on the platform's login and home pages.

* To create the platform's layout, our designers use a theme, adapt it according to the company brand guidelines, and propose ergonomic improvements if necessary.

* The layout is finalized in PDF format for approval. Once approved by the client, the layout is integrated into the platform's interface tool.

P.S: Attached pictures in the Results section.

## II. Community of Practice

### a. Communication, exchange, and participation:

The platform offers features to strengthen the learners' community where everyone can contribute, exchange, and share their knowledge.

* **Profile:** Members can upload avatars, modify their profiles, and view the profiles of other members.

* **Messages:** Members can share videos, photos, links, and documents on their profiles and groups with customized privacy settings. They can also send private messages to a member or a group of members. Message settings can be adjusted to allow messages from everyone or only friends.

* **Activity Feed:** The activity feed can display all site content, and specific content types, or be dynamically customized with recent messages from friends, groups, or forums you are a part of, including only relevant content for each member.

### b. Creation of workgroups:
Workgroups are led by a facilitator. Each group can be defined based on a theme, a project, or by grouping members of a pre-established team. Groups can be public or private.

In this space, the facilitator, and each member of the group (according to their assigned rights) can:

* Create/participate in a forum.

* Invite friends and send messages to other members.

* Upload documents, photos, videos

* Attend a virtual class.

### III. Personalized Access

The **personalized dashboard** is the place on the platform where the users can view their progress, achievements, and general activities.

Here are some features of what you can include in a dashboard:

* User's basic information (such as name and/or email address, profile picture, background image)

* Courses they are enrolled in.

* Tracking of progress in courses and quiz results

* Attained certificates (for courses and quizzes)

* Groups they are participating in.

* Integration of the video conferencing tool Zoom

* Connection among registered members on the platform

* Private messaging between participants and between the group leader and the participant

* Activity feed

* Document (.pdf, .xls, .doc) and media (photos, videos) upload space

* Forums

* Calendar
P.S: Attached pictures in the [Results](#) section.

## IV. Gamification

Based on specific learning outcomes that are essential to any online training, the key to success in online learning programs is engagement. That's why we suggest using gamification elements, such as:

a. **Badges and Points:** To track their progress in the program, learners receive a badge (reward) each time a module is completed.

b. Additionally, it can even allow users to **accumulate points** by:

* Adding messages

* Adding comments

* Visiting pages

* Successfully completing a quiz

Integrating points into the platform serves as an additional incentive for users to progress in the courses and lessons. By adding a leader board on the platform, it shows the individuals who have earned the most points.

c. **Certificate:**

Certificates are a common way for people to demonstrate that they have completed a training. With the platform, certificates can be awarded for courses.

Once they have successfully completed a course or multiple courses, the learner has the option to print a certificate from the platform, where they appear in their dashboard.

They also receive the certificate via email.

## V. Platform Management

a. **Content management:**

1. **Creation of learning courses:**

* The catalog of training content on the platform is organized in a course catalog that is easily accessible from the interface.
* The administrator or contributors maintain the course catalog and organize the training content according to the following structure: Courses/Lessons/Topics.

* Courses can be open or closed based on the administrator's choice.

* Courses can be freely followed or in a linear manner, where the user progresses step by step through the course in the order in which it is presented. They cannot skip lessons.

* For example, a user must complete the first lesson before moving on to the second.

## 2. Creation of content:

* A content editor is integrated into the platform, providing the ability to create a wide variety of content.

* Each course can include various types of media:

* Texts and images

* Audio/Video

* Animations

* Exercises (Drag & drop, Checkbox, etc.)

* Quizzes

## 3. Importing content:

* The platform allows to import modules created with external authoring tools such as:

* Articulate Storyline

* iSpring

* H5P files into courses.

## b. Users' management

Users can be added manually or prompted to register themselves using a registration form. Additionally, the system can integrate users through the importation of external data.
It allows the company to contact the participants through the platform's messaging feature in order to:

* Enable email notifications for new and/or updated users or for sending certificates.

* Send messages to a group of users.

* Customize email templates.

### c. Reports and statistics

The data compiled in reports is one of the most important aspects of many online learning programs. With relevant data, the company will be able to determine if the learners are completing courses, understanding the topics covered, and identify where they may be facing obstacles in their learning journey.

In addition, the platform allows to quickly access information related to the learners and courses. The reports analyze activity trends, time spent in courses, most visited sections, quiz results, and specific activity within a course.

The system generates numerous reports that summarize information based on users, groups, and learning paths.

## VI. Technical Specifications and Monitoring

### a. Security:

* The server is protected by a comprehensive dynamic firewall, followed by a web application firewall configured to prevent malicious code.

* Each user's file system is isolated from other servers we host, and regular security scans are conducted to detect and prevent intrusions.

* Data is protected according to GDPR standards.

### b. Training and Support:

* Training will be provided by professionals already involved in the project's analysis and configuration stages.

* The project team will be responsible for technical support to ensure continuous service after the platform is implemented.
* Future Learning will establish permanent email access to provide ongoing support to the client.

## D. RESULTS

It is noteworthy that the project proposal presented by Future Learning studio to the company was not only accepted but also successfully implemented, leading to the achievement of the company's intended goal. The program proved to be highly effective, as evidenced by the positive outcomes and tangible results obtained.

Throughout the implementation process, close collaboration and synergy between Future Learning studio and the company played a vital role in ensuring the success of the program. The project team diligently worked together, leveraging their expertise and resources to deliver a comprehensive and impactful solution tailored to the company's specific needs.

To visualize the progress and achievements, several pictures have been included in the report (please refer to the attached images). These images capture key moments during the implementation phase, showcasing the active participation of the company's members, engaging learning activities, and the utilization of the platform provided by Future Learning studio.

The pictures provide concrete evidence of the program's effectiveness and the positive engagement of the company's members. They also serve as a visual representation of the successful collaboration between the company and Future Learning studio, reinforcing the significant milestones achieved during the implementation.

Overall, the results clearly indicate the program's success in meeting the company's objectives and delivering a valuable learning experience. The attached pictures offer a glimpse into the journey and highlight the tangible impact of the implemented program on the company's operations and desired outcomes.
## E. DISCUSSION AND PERSPECTIVE

The project can be considered highly successful, as it has met the objectives set by **the company** and demonstrated tangible results. The integration of the LMS platform, along with the incorporation of various plugins, has provided a robust and comprehensive learning environment for participants. This seamless integration has facilitated easy access to learning materials, enhanced communication and collaboration, and improved overall user experience.

A significant aspect of the project was the development of **micro e-learning modules**. These bite-sized learning units allowed participants to engage in focused and efficient learning, making it easier to comprehend and retain information.

Furthermore, the implementation of **tests** and **online breakfast sessions** provided opportunities for participants to assess their knowledge and skills, as well as engage in interactive discussions with experts and peers.

The integration of **gamification** elements added a layer of motivation and engagement to the learning process. By incorporating features such as leaderboards, badges, and rewards, participants were incentivized to actively participate and progress in their learning journey.

To effectively manage and analyze the data generated by the platform, data visualization tools, including the use of Excel pivot tables, were employed. These tools allowed for the efficient organization and presentation of data, enabling administrators to gain insights into participant performance, course completion rates, and other key metrics. This data-driven approach facilitated informed decision-making and the identification of areas for improvement.

**Surveys and feedback forms** played a vital role in gathering user feedback and insights. By soliciting feedback from participants, administrators were able to understand their needs, preferences, and challenges. This feedback loop allowed for continuous improvement of the platform, ensuring its alignment with the evolving requirements of the users.

Overall, the successful integration of the LMS platform, plugins, micro e-learning modules, tests, online breakfast sessions, gamification, data visualization tools, surveys, and feedback forms has contributed to the overall effectiveness and success of the project.