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Health crisis: forecast the organization of remote examinations

The COVID-19 coronavirus epidemic and the insulation procedures that are likely to come with it are challenging the educational community. If e-learning seems easy enough to set up, what about entrance exams and regular exams in this first semester of 2020?

Massive e-learning ready to go!

The Minister of National Education, Jean-Michel Blanquer, said on France Inter on February 26th: "We are prepared for e-learning, triggered on a case-by-case basis or massively, if it were to take on greater proportions". To ensure the continuity of the State and therefore of education, the Minister counts on the expertise of the CNED.

Today, thousands of high school and university students are in their "fortnight" because of their displacement (study trips or vacations) in countries at risk.

China: 'home school is up and running'

Most Chinese schools are closed, but a virtual classroom provides access to lessons in twelve subjects. Television even offers educational programs for the most isolated regions.
The participative media
The educational café specifies that, for the moment, schools depending on the Agency for French Education Abroad (AEFE) in Asia are closed (in China, Mongolia, Vietnam, South Korea ...). Instead, 3 hours of school work are offered via videoconference tools such as Zoom.

Call for bids for online classrooms in China

This call for bids can be read at the official website in English. Chinese government wants to apply all the technologies that will allow the "management of education" and "online classes", even tests online.
Solutions for the identification of pupils or students in order to control the reliability of tests are widely requested at this moment: "5G network, facial recognition and other technologies".

Containment, quarantine: what about mid-course exams, entrance exams and just regular exams?

The best way to prevent the development of an epidemic is to avoid crowds. In this line, organizing an examination with several hundred candidates in one place would undoubtedly be prohibited.
France will face several big events regarding University tests next months. From April, grandes écoles in France will start their contests: Polytechnic, Ecole Normale Supérieure, Central Supélec, Mines-Ponts, Agro, Véto, etc.
The Sesame competition, which gives access to 14 business and management schools, is set for April 8, 2020. In May, the second series of PACES (first year common to health studies) will take place in most major cities in France with several thousand students gathered in examination centers. Students that are nowadays in Asia are having difficulties to return to France. Educational community must therefore find an alternative to face-to-face traditional examinations for the next period.

TestWe, the alternative to face-to-face test

This crisis situation could undoubtedly accelerate the deployment of tests online, already being required by universities’ educational managers.
Nowadays most teachers offer multiple choice exams or document analyses. It is therefore quite easy to turn these types of tests in a digital and online format. As Clément Régnier, co-founder of TestWe points out:

“We can effectively replace face-to-face examination with online tests. Our solution is deployed on candidates' personal computers. The software environment is locked during the entire test to prevent access to third-party sources. We are currently working on solutions to monitor students’ environment via their own webcam, for example, and on identification via a signature linked to the rhythm of typing on a keyboard. This can greatly limit identity theft and cheating.”

The most important asset of this technology is that it gives access to entrance exams or any type of test anywhere in the world and in a controlled way, by only requiring an internet connection (4G, fiber or ADSL).

Read more

How Cognitive Biases Influence Learning

There is often a tendency to show unparalleled enthusiasm when the figures seem to reveal that an experiment is positively conclusive. "I was right, we say to ourselves, the experiment worked so let’s implement it!"

We will tend to listen only to people who have had the same type of result, while the arguments of those who observed problems ... will more or less fall through the cracks.

The problem is that sometimes the experiment, validated at first, will prove to be disappointing sometimes later. How is it possible? Everything is to be explained!

It is above all a matter of cognitive bias! Also, before making a decision (especially a purchase) that is too quick, it may be worthwhile to know a little more about it.

Yes to experimentation but no to hasty decisions!

You are a tech-savvy trainer and want to introduce a large number of digital tools within your institution. "Breakthrough innovation says I!" You have your list in front of you and you feel strongly supported by your colleagues in this vast enterprise.

You want to take action but you frustratingly don't understand why there are obstacles to this undertaking. Why block technology and progress? "There are two victims, in this case, my dear Watson," I declare.

The first is the instructor who wants to calm down and keep his habits, because why change?

This is called cognitive dissonance! This means that your colleagues are probably irritated by your pro-tech enthusiasm. No matter how well you demonstrate the effectiveness of Edtech tools through figures and case studies, they find it difficult to accept a reality that does not correspond to the one they have built for themselves.

Rather than forcing the initiative, demonstrate pedagogy, measure your business, offer clear, targeted experiences, go step by step, so that you can maintain a constructive debate on the real effectiveness of certain educational tools on learners and instructors.

The second victim is yourself! You do not seem to face direct refusals on a daily basis when administrative obstacles prevent you from freeing up a budget or buying a tool.

You are the happy victim of a conformity bias, that is to say, a bias pushing you to accept almost exclusively the ideas emanating from a group with which you identify.

You are a pro-innovation, pro-tech, you certainly take into account only the opinions of colleagues having the same opinion as you and not enough those of others!

To avoid this, favour meetings with all interested parties and LI-STEN! Show empathy and try to understand why one is for and the other against. This will allow you to moderate your own thoughts and decisions.

(Too) positive results? Think of the Hawthorne effect!

Have the results of your learners on their assessments increased by 25%? Most are satisfied with the idea of ​​using the new educational tool? You jump to the ceiling as this experience seems conclusive and so much your enthusiasm is verified? Maybe you are right! However, you may also be a victim of the Hawthorne effect!

Hawthorne Effect: When a new tool is tested, learners tend to receive extra attention from the trainer regarding the experience. This attention causes a redoubling of efforts among these learners, which will cause a marked increase in their learning performance. The Hawthorne effect is transient, which is why it is important to test a tool many times before going to an analytical and decision-making stage.

It may be interesting to test a tool over a quarter and analyze learners' feedback by requesting feedback. How many times in a quarter? It all depends on the tool.

One per month, one peruse it all depends on the ease of delivering this feedback and it all depends on the motivation of the learners. From there, just look at the trend. If the learners' satisfaction is continuously positive, the tool can be considered comfortable for the selected learners. Same principle for other learning data such as notes or comments from trainers and teachers. If the scores increase significantly and in the long term, a quarter or more, then the tool used can be considered an effective tool.

Taking into account the Hawthorne effect does not mean blocking all enthusiasm! Indeed, nothing better than enthusiasm to engage in a different learning experience. Rather, it means constantly remembering the steps necessary to validate an educational tool.

Knowing when we are wrong

We can observe warning signs, problems, however, we often tend to stay in the course. Example: you are in the subway. A failure persists for 5 minutes. Rather than taking a path which is usually a bit longer, you prefer to stay in the wagon, by fear of seeing it start immediately after you left it.

Minutes pass and this reasoning weakens, but you persist until the last moment. Result: you will have lost 4x more time than if you had reacted quickly. Such a pity.

We call this loss aversion! It is a reflex which, when we invest time, energy or money in a project prevents us from changing. Well as for the subway, we can observe the same type of behaviour with educational tools.

If you see that an educational tool exceeds a threshold of failure, it will not have a positive impact on the learning experience, so go to plan B or analyze the situation and move on. However, you do observe, according to you, more and more regular auspicious signs on your experiment. Your enthusiasm is playing tricks on you, it's the Pygmalion effect.

How then, to avoid making bad decisions? Once you know what can happen to you, there are three things to do before testing an educational tool:

  • get together as a group of decision-makers to define the non-passable limit of problems arising from an educational tool,

  • define who will be able to independently judge the quality of said tool and finally, and above all,

  • collect observations (feedback from learners and trainers) and data (notes to assessments, observations on skills, engagement of learners etc.) that will allow you to take a slightly more objective look at the usefulness or not of a tool.

To conclude

Yes, applying these multiple steps to the decision making can slow down a process by a few weeks sometimes. However, we are talking about learning.

Succeeding in your digital transition in the best conditions is a crucial question involving the future of some and a question of time and money!

So don't ignore these biases. Better knowing that they exist and how to manage them can lead to better collaboration between actors (teachers / trainers, learners, suppliers of educational tools), as well as to better management of change.

To go further, I recommend reading:

The Guardian, Cognitive biases can hold learning back – here's how to beat them

Assess efficiently: Why Peer Feedback is awesome!

Active pedagogies are on the rise! Flipped classroom, blended learning, peer learning, serious games, role-playing, we see more and more of these methods tested at every level of learning. However, evaluations are mostly excluded from the teaching field. In fact, according to our study of about one hundred trainers and teachers, about 40% said they gave more importance to the course than to the evaluation they considered secondary. Prioritizing pedagogy is good, only evaluation is an integral part of it, it is even one of the main tools which help making a better pedagogical strategy.

That being said, it is important to constantly question the effectiveness of evaluation methods by testing several different formats. One of these formats works particularly well and can, in many cases, have a contribution to learning far superior to other methods: Peer Feedback, or Peer Feedback (also known as Peer Feedback). review). So first of all, how to define this method?

Defining Peer feedback

Peer feedback is an evaluation method that consists in giving the role of marker and evaluator to learners. They evaluate each other, comment and make suggestions to improve their peer's work. If they play the role of the teacher, it does not disappear from the system. Indeed, the teacher will play the role of coach and auditor to ensure the smooth running of such an exercise. The purpose of this exercise is to provide learners with the ability to reason and judge the value of arguments from a multitude of individuals. It is, therefore, an excellent method for reinforcing the critical thinking and analytical skills of the learner, according to David Kofoed Wind, CEO of Peergrade, who offers a digital solution that makes it easy to set up and manage the evaluation. between peers. It is also an opportunity for him to foster trust and group work.

Are learners' feedback as precise as instructors'

One can doubt the accuracy of the learners' rating among themselves. Indeed, they do not seem qualified to perform such an activity. However, if the method is explained by the teacher in the first place, one quickly arrives at a quasi-correlation between the notes of the teachers and those given by the learners. According to the study How Accurate is Peer Grading? by Scott Freeman and John W. Parks, learners tend to give better grades to their peers in 25% of cases. Plus, they give an average of 1.22 more points on a scale of 10. Obviously, here there is nothing to worry about.

When to use Peer feedback?

It is necessary to ensure that the learner group is of a fairly homogeneous level. The more the group will be, the more transparency there will be and the more it will be reflected in the notes and comments.
Ensure the anonymity of the learners. A recent study showed that when learners knew that their comments and notes would remain anonymous, the more they were of quality
Make sure to take the time to train learners for this type of evaluation before putting it in place, otherwise, it will maximize the bad use cases and the disengagement of the participants.
While this method is applicable for a wide range of evaluation questions, it remains more effective on essay, essay, or short answer-style questions. Indeed, it is in these kinds of questions, requiring the formulation of arguments, that the learners see their analytical capacity exploited to the maximum both during the composition and during the evaluation of the peers.
Peer feedback is extremely effective on ongoing training or assessments. Indeed, it pushes learners to always be more rigorous, discerning and critical, this is his goal. It is therefore important that targeted evaluations are not too important. To proscribe for standardized exams, competitions or any types of important exams academically.

Peer feedback, the best evaluation method?

A good nutrition is healthy and varied nutrition. In the same way, the best way to learn about a subject and to remember that knowledge is to approach the subject from different angles. It's the same for evaluations. Peer feedback may be interesting and effective, it can not be the only model used. Nevertheless, it is clear that his contribution to pedagogy is important in a context where:

  • we must train ourselves against the fake news
  • soft skills are gaining momentum (and Peer feedback makes it easy to acquire many soft skills)
  • active pedagogies have proved their worth

Game on! Test it and tell us what you think!

Assess efficiently: The first steps for an efficient evaluation strategy

Whether we are talking about training or higher education, evaluation is the key. This allows us to determine the acquisition of skills by a learner, to determine the proper course of a pedagogy. It is the determining factor of an accomplished and effective training.

If in professional training there is a real emphasis on the evaluation and its analysis, in higher education, for a number of factors, assessing and grading lead to a disconnection with learning. The learner seeks only one thing, the best possible score without thinking of improving his skills on a subject he's interested in. This leads to assessing for the sake of the employer's recruitment strategy and not the learner's growth.

But again, with very low engagement rates in professional training both internally and in training centers, there seems to be a problem from pedagogy to evaluation. It is therefore necessary to review the basics of a good evaluation strategy, which is the accelerator and the learning tag. However, designing a good evaluation strategy is a big puzzle. We must ask the right questions, accept certain biases, discern the usefulness of the "trendy" in the types of evaluations and know what we do.

Docimology: laying the foundations for an evaluation

To evaluate properly, it is important to know about docimology, the science of testing, developed in the 1920s. The goal of docimology is to understand the importance of a number of factors having an impact on the assessment's efficiency. There are environmental factors such as the fatigue state of a learner or the pressure exerted on it. There are also psychological factors such as the contrast effect: a learner not succeeding a series of questions as a previous student did can cause the grader to rate more strictly the first student's copy.

It is important to consider these factors before asking the following questions:

  • What skill to evaluate?
  • Why?
  • For who?
  • How (what rating format)?

The question of skills to be evaluated

In higher education, many skills to be validated are formulated by international accreditations and national standards. Yes, their expertise on this subject is clear, however, it remains important for trainers/teachers to appropriate the question of skills, as they are the learners' coaches.

Studying the skills to be assessed is essential in order to establish an evaluation strategy, to know if the training is effective, to mark the progress of the learner and to adapt the follow-up of the learning in relation to that.

Then comes the question: "How to evaluate a specific skill using a specific format of test?"

In this respect, two methods must be distinguished: free inquiry and subscripted questioning. The first is to ask an open question that will allow the learner to operate his memory and structure his response as freely as possible, according to his own reasoning. The second is to propose clues, possible paths for the learner to participate in the initiation of memory and reasoning.

Obviously, it seems more interesting, and also longer, to opt for the first method if we want more precisely:

  • know what the learner knows
  • to know what he believes to know
  • In any case, making sure questions are clarified as much as possible is essential if the learner is to deliver his or her knowledge. A pressure, a competition, a trap, and the results will be distorted or unnecessarily undermined. Oddly enough, it is rather that it happens in formation and in Higher Education.

Which evaluation format should I choose?

And that's when it becomes a hell of a mess. MCQ, dissertation, QCU, presentation, simulation ... in short we do not know what to choose for what skills and in what training. So let's put some order in all this. First, we need to discern five different types of evaluations.

  • The summative or certificative assessment allows to observe the acquisition of skills. We go straight to the point we ask questions that we expect specific answers
  • The formative is a diagnostic of the knowledge of a learner. It is an evaluation for educational purposes that allows a learner to better understand his progress and a trainer to better help him
  • In the same sense as the formative, there is the continuous evaluation, throughout the year, which has the same objective as the previous one
  • Authentic assessment allows you to observe the acquisition of a learner's skills in the most real-life setting possible.
  • Competency assessment or positioning test. these are also diagnostics tests to establish a report on the progress made between a point A and a point B. It is also a way for the trainer to receive feedback from the quality of his training.

Now that we have all this, what to choose? Today, alternative evaluations (simulation, role play, MCQs, presentations, etc.) are on the rise and with good reasons. Their effectiveness has been proven. This does not mean that more traditional formats should be left behind. It is necessary to be able to adapt an evaluation format to skills that we want to observe whether the learner acquires or not.

Moreover, if one wants to remain a pedagogical maximum and at the service of the learner, it is necessary to exercise it, indeed, the long-term memory is stimulated and facilitated by the exercise, but especially in a plurality of formats. Varying formats is to allow a learner to address a problem or knowledge in all its facets.

You are ready to establish your evaluation strategy!

To give you more leads, check out Didask's blog!

You Should Use Growth Hacking for Learning. Here's Why.
  • Data & innovation are very much targeted by Education today
  • Growth Hacking could and should actually be used by educators to improve their programs and courses
  • Growth Hacking applied in Education becomes Hacking Learning: the application of learning processes aiming at accelerating knowledge integration for students. And aiming at optimizing courses towards more soft skills application in projects/initiatives. All of this backed by data analysis and constant feedback

It's been years since Growth Hacking became one of the most searched terms in the field of Marketing, start-ups and entrepreneurial activities. Big companies like start-ups are now screaming out loud to find a "Growth Hacker" without really knowing what it is, which is particularly fun to watch.

Wait, back to basics:
  • Let's define "Growth Hacking" as the use of data and simple processes in order to make your company grow as hell thanks to short, fast actions and with little money invested. Growth by all means is... well the goal of Growth Hacking.
  • Then you have Growth hacking process, which is kind of based on design thinking. Its goal is to optimize and organize your team so that there's constant ideation, constant testing, rapid product development, and data collection in order to ensure a product-market fit and.... well, obviously, the success of your company.

More and more academies and agencies come out on the stage teaching, particularly interesting Growth tips, the most interesting being, I think, the Dutch academy
Growth Tribe. And now things begin to be interesting. Universities like The University of Amsterdam teach students Growth Hacking, and it's not the only one. That's a good thing.

But what if Education, from primary schools to universities, was powered by Growth Hacking?

In a way, it's more and more the case and several elements, currently being used and developed, prove that Growth Hacking can actually work well with learning processes.

A Focus on Data to Improve Learning

The focus on data for Education came in 2011 approximately, under the name Learning Analytics. You probably know this term, it is ?the measurement, collection, analysis and reporting of data about learners and their contexts, for purposes of understanding and optimizing learning and the environments in which it occurs?. The original goal? Giving the tools to professors that'll let them ensure that their students learn, that their course content is adapted to students and to make sure the professors can improve it thanks to data. It works as hell for online courses. For in-class environments, it takes maybe a little bit of creativity to collect and analyze data...

Continuous Improvement of Learning as a Factor of Success

If you take a look at some accreditations for business schools, universities, corporate universities etc. like AACSB, EQUIS, EOCCS, you'll understand one thing: the only schools/universities that get to be certified are the ones that demonstrate a focus on the continuous improvement of learning. They need to show that they constantly ask themselves how students are learning and not how professors are teaching. An angle that triggers data-backed decisions to improve course content, syllabus, exams etc.
These two elements show well that...

...Yes, Growth Hacking could be applied to Education. The question now is: Should it be?

I mean, a university, a school isn't a company. Its goal isn't to grow as much as possible.
Oh really? Well, it depends on which kind of growth you're talking about

Let's not think about revenue and let's change growth KPIs to learning growth and innovation growth. More than money (because, yes, we all know that, money rules schools too), the goal of a school is to form future professionals that'll disrupt or succeed on the market, right? The more you help shape great professionals, the best it is for your school right? It ain't that different from the goal of growth hackers, a school should aim at hacking learning. Hacking Learning?
Let's call it a set of learning processes aiming at accelerating knowledge integration for students. And aiming at optimizing courses towards more soft skills application in projects/initiatives. All of this backed by data analysis and constant feedback.

After all, if students can learn and retain more in a shorter amount of time, they could get more out of their time at school as well as have time to experience extracurricular activities where they will learn essential skills which aren't taught in the classroom.

Ok so why should educators use "Hacking Learning"?

Hacking knowledge, Learning Soft Skills

Knowledge is everywhere and most of the time (especially when you're a student) for free. Rather than sticking with programs that are easily doable in less than a month instead of a semester, why not get things exciting a little and telling your students they're going to learn as hell thanks to easy tips?
Growth hacking is also the art of doing more with less. The best example of using it in learning is by looking at Tim Ferriss.

Famous growth hacker, entrepreneur, author and investor, this man learned in no time how to become a chef, a martial art champion, bestselling author etc. For this, he has methods based on efficient, realistic processes that could totally be adapted to Education whether it is about learning how to learn in a particular domain, learning to process projects or else. Learning efficiently is hacking knowledge. Why efficiently? To save time for more important things, learn and apply soft skills in concrete projects, initiatives, innovations, contests. All these skills that will shape students as innovators and successful professionals and human beings.

It's all about creativity

The core of every Growth Hacking structure/ process is always the same: Creativity and Ideation. Based on your observations and previous data analysis, you must come up with ideas to improve what do you. Classrooms or online classrooms are the perfect places to test and observe things while following a syllabus.
Professors can change their course content or class formats as much as they want: from doing a simulation, role-playing games, to classic conferences, the same course can be adapted to many different contexts and formats.

It gives autonomy to professors and lets them focus on pedagogy

UUsing these processes and techniques give professors a complete autonomy on how they'll teach and their syllabi.
Obviously n°1, as their experiments with students are always backed by data, as long as students learn well and show progress and engagement, a professor cannot be criticized or strained to change its program.
Obviously n°2, by putting an emphasis on creativity and in-class/online experimentations, professors focus on pedagogy and innovative ideas. We have tools today to automate whatever isn't pedagogy, from exam creation/grading (TestWe) to campus management etc.

Let's not waste time and focus on what's more important: your students learning and experimenting!

Make the faculty work as a team

Just like it works for companies, Growth Hacking works for faculty and professors. Collaboration is key to improve not just a course but the entire school's learning processes. A whole process that can be adapted to any kind organization. Pretty much based on Design thinking, this process ensures continuous ideation, testing, progress and it is teambuilding!
Moreover, Growth Hacking/ Hacking Learning, according to this process ensures a culture of innovation and experimentation that keeps an institution always at the top of Education's innovation.
Finally, as ideas get ranked according to their feasibility or money needed, you get the better out of nothing --> doing more with less just like less is more.

Offering a competitive advantage to students

Teaching in a Hacking Learning way means also integrating students in the process of improving the course, finding ideas and new ways to learn and practice by asking them feedback and by understanding how they work... By doing this, students inevitably learn the creative processes they'll have to use during their professional activities. Simply put, it gives them a competitive advantage.
New Partnership Brings Long-Awaited e-Assessment Solution to Integrate for Canvas Users

As of October 2019, TestWe is officially partnering with Instructure, the leading software-as-a-service (SaaS) technology company that make softwares that make people smarter. Why? To integrate with their LMS Canvas.

The e-Exam solution will now integrate directly with the LMS for a swiffer assessment process and a complete deployment in higher education institutions.

"By integrating our LMS platform with TestWe, higher education institutions will now get access to a secure e-assessment process and in-depth reporting for the learners and professors" Kurt W Showalter - Director, International Partnerships @Instructure

With the interconnection created, professors will now be able to create, manage and grade exams through TestWe. For students, it is easy and faster access to their results and a good way to observe their evolution (analysis on grades, competencies and soft skills).

“Our clients had asked for the Canvas API for a long time. They will now connect to both solutions with unique credentials. All reporting regarding students results will be directly reported onto the LMS” Clément Régnier - CEO and co-founder @TestWe

About TestWe

For organizations developing excellence in learning and assessments, TestWe delivers peace of mind because it’s reassuringly secure!

We propose a software for students that is secure, offline and comfortable for students so that they can focus on their argumentation without the pressure of time. Most importantly, students can take their exams on their own device.

TestWe is a complete e-Exam solution: a platform for the administration and offline software for learners. With in-depth reporting and analytics on the students competencies (LO, LG, soft skills…), TestWe plays its cards right!

5 (big) problems Students live everyday

More and more solutions appear every day in the world of Education, in Higher Education. Nevertheless, the main actors in this universe, the students, are still victims of a number of problems. Some are social, others have to do with pedagogy, others are budgetary.

Here are 5 recurring issues in student life.


This is not new, the stress among students of Higher Education is felt by all and significantly. For example, 58% of French students who claim to experience regular stress peaks and sleep disorders, 80% in the United Kingdom.

The problem is that these numbers do not change, or go from bad to worse. The source of this disorder is structural, inherent in the system of Higher Education. In fact, according to a study, 94% of students in a stressful situation say that exams are the cause followed by studies and then their professional orientation.

So there is a problem here. Huge social pressure put on the shoulders of students in relation to career, employment, success in a great competition against others. The note is in the centre, learning well seen, but optional? This is changing and what is certain is that universities and schools will have to make profound changes.

According to a study conducted in March 2018 and relayed by Le Monde by the National Institute of Sleep and Vigilance, it is almost 88% of 15-24-year-olds who report lack of sleep. 38% sleep less than seven hours a night while they need at least eight. This is problematic and it has a lot of repercussions on health.

A problem that is also a repercussion of stress due to exams and grades and to social and academic pressure, but not that. The use of digital technology before sleep causes many students to experiment with nights that are too short, promote a regular sleep disorder and an absence in class.

Add to that the abuse of alcohol, drugs, tobacco, and we are in a vicious circle. What to do to remedy this? Sport, less digital replaced by meditation, before sleep or in the day. Also, it would be very interesting for schools and universities to promote the practice of meditation during study days and especially during exam periods.

The benefits of meditation are multiple: well-being, balance, better health, increased concentration of concentration, control of emotions, self-understanding ... Meditation is an art open to all!


Classic. We all knew "student shitty moments". Often short of money, a lot of pressure, what to do?

The question of the budget, also called financial stress, is "a feeling of not having control over one's financial situation, accompanied by discouragement, helplessness and distress," as defined by the Université de Moncton. The problem is that this simple feeling is one of the causes of intense stress, bad sleep, loss of appetite and indirectly abandonment.

The feeling is known yet the situation is more and more alarming. According to the SMEREP (Mutualist Society of Students of the Paris Region), students live less well than five years ago and hygiene takes a hit especially because of ... stress.

Real support for independent student support organizations must be provided to promote prevention and support for students in need; social and economic support.

Social link

We leave the structural problems for a problem, less, but equally impacting. Making friends is simple for some, rather complicated for others. Loneliness does have an impact on depression and academic success.

On the other hand, some social connections can be toxic. We are thinking here of the impact of fraternities and of certain abuses, notably hazing, of which some of their members and new members are victims.

This does not mean that student events are harmful, on the contrary, they are the lungs of student life. It is simply necessary to create an atmosphere of discovery and well-being among students.

The future

Which orientation? What professional future? Where to go? Can we change direction during his studies? Just as many questions that strongly tease our students. Well Named.

The immense pressure on the professional choice is insane, so much so that it ends up affecting the genres, the sex of the students. We lose outright any connection to learning.

Here’s the proof: in marketing, you will see more women, in engineering and finance, more men. Another point, the notes. Grades have become such a problem that learners prefer to head to a course where grades will be easier to get rather than a course that really interests them.

All this to promote maximum first job just after their studies. It is therefore extremely important to review these models and offer better orientations at university and from high school! Similarly, it is now urgent to stop the links between studies and genres.

And you? What do you think? Are there any other problems? What are the solutions to solve them? We start the debate!

What's the responsibility of Education facing the climate crisis?

First look

The IPCC (Intergovernmental Panel on Climate Change) reports are clear: the collapse of our industrial societies is here and it's too late for sustainable development (Dennis Meadows has been saying this for decades, anyway), but we can still reduce the intensity of the shock.

Macroeconomic data no longer hide the existence of a critical situation for the world economy (oil spikes, recession, a surge of the price of gold, massive layoffs, less and less arable lands, etc.).

Biocapacity and biodiversity are at a loss and it is more than conceivable to consider our time as a 6th massive extinction of species, only this time we have accelerated it.

To top it off, one of the most destructive hurricanes in the history of the United States, Mister Dorian, strolls around the Caribbean.

In addition to this, the Brazilian clown Bolsonaro plays the role of Nero in the Amazon.

Then, the American Caligula, I named Donald "the smartest guy in the room" (lol) Trump, laughs and denies the crisis.

AH! There’s more! "King" Jinping aka Neo-Mao, decided a few years ago to go sport mode and realize during his lifetime the great project of the "New Silk Roads", an ultimate uppercut for the simple existence of our civilizations.

We could continue the list infinitely, but we will stop there and move on.


The reactions to these global aberrations, fortunately, came quickly in many countries.

In France, it’s been now four years since Collapsology and the studies of the collapse of civilizations have gradually risen up the stage, that their reports hit politicians’ desks.

On August 29, 2019, Jean-Marc Jancovici gave a worrisome and intensely interesting conference at Sciences Po Paris.

Regularly, author and engineer Philippe Bihouix reminds the importance of our companies to promote what they call the low tech studies.

We can believe what we want, we can believe an infinite growth in a finite environment exists, the story has changed for young people and future generations. Now we know and at different scales, we act.

So how do you limit the fall?

Some are betting on Silicon Valley and our good old GAFA buddies who propose us to mine the asteroids, reach eternal life and send us to Mars.

Others prefer to calm down, to do it more "hipster" and to bet on Elon Musk's Mars project. Too ambitious? Well, then, his Tesla, his solar panels ...?

Question: how are the numerous rare metals mined to build a solar panel? In fine, with ... oil or gas.

There are many methods that can let us live better during the likely drastic changes ahead. Structural and substantive transformations at every level and Education plays a leading role.

Observation on the world of Education in this pivotal period

Clearly, today, too few programs allow learners to understand the magnitude of the situation.

In higher education, you have to get into the niches of engineering, social science and environmental studies programs to understand the problem and try to answer it.

The answers are not lacking, we see more and more young people, researchers, entrepreneurs effectively address the problem, but these are individual businesses, almost isolated.

Exit the rest, indeed, we must create employment ...

The climate issues are on the program of History Geography of the college, it is true, but it does not generally allow young people (relative to the educational ambition of a teacher) to understand why we arrived there.

In the business world, we talk about promises, commitments, beautiful puns and CSR teams in large groups, which, it must be said, either lie to themselves or produce superhuman efforts for changes often. minimal, either lie open to the face of the world.

Yet there is some positive stuff happening!

In July 2019, the CGE, CPU, CDEFI and their members decided to join forces and called for political support to focus on the climate emergency with their students in every program in order to realize the 17 Sustainable Development Goals proposed by the UN to "save the world".

In the same vein, the think tank The Shift Project, chaired by Jean-Marc Jancovici, calls massively to train all students and professors of higher education in climatic and ecological issues.

It seems that the questioning and planning of the action is already launched in the world of French Education. This is a good thing.

What are some concrete actions?

Rethinking the campus

One of the first actions would be, in the case of some energy-consuming establishments, to review the entire organization of the campus and give more initiatives to students to build a campus circular, social, "green" and impacting areas nearby.

Example: leave the students to organize permacultures, hive areas, renewable energy installations but also new room models.

A leader? The installation project of the EMLV illustrates this movement!

Identify the ecological axes of transformation and integrate them into the programs.

Obviously, without changing the curricula, we replicate generations of labour market entrants immersed in a culture of environmental damage reproduction. To change these programs is to launch innovators and people trained in a relatively long period of crisis.

Examples: Introduce low tech civil engineering, urban planning, teach and promote agronomy without oil, architecture programs favouring local renewable resources, for "circular" constructions, business schools less focused on a culture of finance, or international logistics. a political science more focused on an idea of ​​democratic functioning in a decreasing society.

A leader? Wageningen University (The Netherlands) or the University of Nottingham (UK).

Make massive calls to student projects.

Once the programs have been modified (or even before), it is necessary to make all the learners cogitate on specific themes. Bringing brains together in a multidisciplinary set means applying the principles of collective intelligence and therefore of innovation by the greatest number. It is also a way of decentralizing the initiative and creating a fast culture of experimentation as well as an ecological and circular culture!

Example: Let's go back to campus transformation. We can think of political actions. If not, rethink the use of renewable energies or CO2 capture, urban planning projects, short-circuit social operation, etc.

Lobby the politicians.

Local or national political support can restore knowledge to a real impact on our societies. Without political action, without a massive hack of our political "pluralism", efforts will be in vain, and budgets will remain centralized around initiatives that are not necessarily effective. We think of Germany and its nuclear shutdown to invest in solar panels that led to the reopening of coal plants.

Be a driving force in the local transformation of the surrounding areas of universities and schools.

A campus is primarily an area directly linked to an urban environment. A well-thought-out campus is, therefore, a striking example for the surrounding communities, especially since these are also populated by students from universities and schools within them. This amounts to facilitating local political and social action.

Diversify pedagogies, favour horizontal pedagogies.

As we have written, diversifying pedagogies means maximizing the learners' learning process and thus accelerating it. However, accelerating the understanding of a subject, a thematic, problematic, speeding up learning is the number one goal that will allow us to change the way we do things and put in motion a maximum of initiatives.

Example: Horizontal pedagogies such as peer learning are real drivers of learning, motors of collective intelligence. That’s an extremely effective pedagogy in cases of making and carrying out projects.

The leader? We Are Peers is the startup that reintroduces peer learning in higher education and business. it can be considered that this startup is perfectly suited to Education in a crisis or profound transformation.

Change the way we evaluate learners.

As with pedagogy, tests must be adaptable. We need to change the way we think about evaluation. Putting weight on the verification of knowledge, a possibility of important feedback for the learner, and not a factor of elitism, a factor of future success in the labour market, etc.

Example: We talked about it, changing the context of presenting a test, presenting it in a benevolent way, so changing the methodology, can help to link learning and evaluation.

A leader? At TestWe, we are deeply committed to gradually changing the way we look at evaluation processes. We are adapting our solution to focus assessments on skills reports rather than ratings. Didask is another startup giving a lot of methods to


This is just a small list of concrete actions that Higher Education can put in place in a fairly short time horizon. For the rest, let’s start the discussion, what are your ideas?

TestWe partners with Peergrade!

What's Peergrade?

Peergrade is a free online platform to facilitate peer feedback sessions with students. Concretely, it allows professors to create and manage assignments that will be reviewed and commented by students between them.

During that feedback session, professors can track all feedback shared between students as well as the progression of their students on a specific subject.

Thanks to an intuitive design and efficient way to improve students' learning experience, Peergrade has been able to attract numerous universities like UCL, Copenhagen University, Copenhagen Business School, Texas A&M University and others.

Although Peergrade is mostly used in and designed for higher education, it is also used in K12.

Peergrading is an alternative type of assessment

In our previous white paper, we already talked about peer grading and showed how efficient it could be for the learning experience. As we try to change the way exams, tests, assignments or assessments are given and taken, we obviously are very interested in alternative assessments such as peer grading.

That is why we first contacted the Peergrade team to understand their product better. We quickly became fans of their work and understood that our two products, TestWe and Peergrade, had a match.

After several introductions and discussions, we decided to team up.

What's the partnership about?

What we figured out was that we could propose our solutions as a package. You may need an e-Assessment solution like TestWe to optimize and digitize your assessment process on a global level, but you'll maybe need more tools to diversify as much as possible your formats of exams. Here, you can get Peergrade with TestWe.

On the other side, you may need Peergrade to test and change toward more alternative assessments, but you may also need a solution to help you manage on a global level the digitization of your assessment process and still use more traditional types of assessment. Here you can get Peergrade and TestWe as a package.

So here you go! If you have more question, simply contact us!

Check everything about Peergrade here

And on their social networks:
Facebook: here
Twitter: here
LinkedIn: here
Medium: here

Neuromyths and Memory: How do we learn?

For this new WeTestEd video, we decided to venture into the cognitive sciences and especially the neurosciences.

"I learn better by listening than by reading."

"Oh yeah ?"

"Yeah, I have a hearing memory."

We all said it one day. We would learn better through one meaning in particular. Thanks to Didask, I realized that ... Well it was a lie. A neuromyth.

So how does it work?

It's quite long to explain, so the goal here is to vulgarize as much as we can. So let's go. First, it is important to understand that, on the contrary, the treatment of information is carried out by all senses and through different actions.

Also, the more we go through different formats of information and different kind of activities we do around a subject, the more we learn from it.

This is called Active Learning. that is to say, to put it simply, the engagement of a person on a subject mobilizing his cognitive capacities in several forms (reading, hearing, action, speaking, discussion etc.).

So, you should think about changing activities during class!

Obviously, hiring someone into an activity and about a topic is difficult. There are various recipes to promote it, we will talk about it very soon.

Mike and Sofia learn to play the guitar...

Take the example of these two characters.

Mike wants to learn how to play the guitar. He has one hour a day to practice. He plays on his guitar every day and repeats the chords he seems to need to master the basics of this instrument.

At the same time, Sofia also wants to learn how to play the guitar, but she only has 15 minutes a day during which she can actually play her instrument.

Nevertheless, she will spend a greater part of her time, on the way to the university, for example, to listen to music, to read between two courses of tutorials and the structures of the notes ... Reading, action, hearing, thinking ...

A month later, Mike will have learned to master a number of chords and will certainly have learned a song.

BUT, Sofia, she will be able to play a song certainly, but also to listen to the music to learn a lesson, she will be able to improvise using the chords she learned.


Learning and memory are areas teeming with neuromyths like the one mentioned at the beginning of the article.

It is important, in order to ensure quality learning, not to fall into the different panels and to know not only a little brain function related to memory.

What must be remembered is that learning is done by being active and by analyzing different faces of the same subject.

In the same way, we approach different facets via different formats. The goal is then to make these formats as engaging as possible in order to maintain a general active learning state.

Rémy Challe, Edtech, Higher Ed: What changes?

This week we are talking to
Rémy Challe, the CEO of Edtech France, the new association gathering more and more startups of the French Edtech.

On the menu, the state of Edtech in France and elsewhere, its problems and opportunities for the future. Has Edtech really succeeded in changing Higher Education for the better? What are the inherent problems of education that hinder educational innovation?

Many questions to which Rémy answered through his analysis.

TestWe: So what is the state of Edtech in France?

Rémy Challe: We are at the beginning of something there. 6 months ago I did not really know what it was for various reasons. But there is clearly a growth curve that is emerging. Now, although this growth curve is double-digit in France, when we look at the massive investments in India, China and the United States, you realize we French still have a long way to go.

France is a country of education! We must be able to support our entrepreneurs much more and not just send them to CES in Las Vegas, if not in a few years, the tools we will use will be Chinese, Indian, American etc. That does not mean that they are bad, they are just, I think, less adapted to the system of values ​​of the French education. French Edtech becomes almost a question of sovereignty!

T: What is the French value system? What are we claiming?

R.C: There is a form of universalism, France is also the country of Human Rights. In a very pragmatic way: the protection of data, well, it is not known in the same way in France, China, India etc.

And that, we must claim it, we must protect these values ​​and promote them in France and abroad. I sometimes meet entrepreneurs from the French Edtech who make 100% of their profits abroad. So that's good, it means that they export easily and that the "French touch" is successful, but it's sad at the same time because it means they have difficulties offering their solution in their own country, and that's not normal.

T: What is the feeling of the actors of Education regarding Edtech tools?

R.C: (laughs) Well, there are various feelings. First, here, I would not talk about continuing education/ professional training, because Edtech is widely accepted and there are fewer dogmas. We are dealing with actors who are companies that are going through periods of significant digital transformation, and Edtech is already considered as a solution that one must be armed with to train all members of a company.

When we talk about school in France (ie K-12) it's complex, because there is a market that is a public market. In France, it is not the professors who buy for example, which is not the case in China. And even if they want to buy an innovative and relevant solution to meet their educational needs and those of their students, it is not they who will pay.

You want to sell to a primary school, you have to go to the commune, you want to sell to a college you have to go to the department and for a high school, you have to go to the regional administration. And then the one who decides is not the one who pays, the one who pays may not be the one who will use the solution, and he may pay for someone else to finally use the solution, so you see it's a little nightmarish.

And then there is more dogma. First, there is the argument that education is free while there is always someone who pays in the end, and then there is always a kind of a distrust of the private sector. There is often this vision of entrepreneurs as sharks of finance when in reality it is far from being the case. In Edtech, we find almost exclusively entrepreneurs passionate about Education or people coming from the world of Education who seek to solve real problems. Whatever happens, we do not go on this sector for greedy purposes.

Finally, there is this third silo which is that of Higher Education. Here we find private actors, public actors. Generally, in Higher Ed, there is a general awareness that Edtech could greatly help. This position is explained by several factors. First, there is an appetite for innovation, there is a climate of competition that pushes institutions to innovate. And then there are these 20-year-old students, who use their smartphone during their classes. So the question is not how to ban these tools but rather "the learner that faces me is not the same as one was twenty years ago, so I must adapt. " So there is a change of posture expected but also a change that is inevitable.

Basically, we are moving from a time when the teacher was the only holder of knowledge to a time when knowledge is everywhere and we just need to know how to access relevant information, a time where we must learn how to learn and the teacher plays a determining role there above. The teacher must become ... well, a coach.

TW: What do you think about teacher autonomy?

R.C: There are programs that the teacher has to follow, it's clear, but after all, teachers have a certain pedagogical freedom and you have to have that freedom, through which you can choose your own methods, your own textbooks, and so on.

TW: In the Finnish way? In Finland for example, teachers have total autonomy ...

R.C: So we're not there but besides I do not even think that we should replicate this model in France. Finland is Finland, and then it's a smaller country, the scales are different, the traditions are different. On the other hand, in France, there is still pedagogical freedom. The problem is that it is not at all extended to innovative solutions. So perhaps we should give more freedom to teachers as to their pedagogy, their methods ...

In Higher Education, on the contrary, there is more freedom! In the development of programs, the choice of methods ... that's why it's a space that interests me and that can perhaps by capillarity, disseminate this educational freedom to K-12.

So yes, there is a resistance to change, but as I said earlier, awareness is already there.

T.W: Let's get out of the classroom and talk about Education as a whole and more structurally. There is a crisis of Higher Ed that looms on the horizon, especially in the US and the UK. A financial crisis but also a crisis of knowledge via the skills gap phenomenon. What do you think?

R.C: So first, the situation in France is not quite comparable to the Anglo-Saxon situation. Firstly, because Education is "free" when we talk about universities for example, or costs a few hundred euros.

TW: On the other hand there are also more and more students going into the private sector, like business schools

R.C: That's right, there are these schools of commerce, communication, engineers where the costs are relatively high. To be clear, the cost of a student at university (about 13,000 euros) is about the same as that of a student in a management school.

So for the university, it is the community that pays and it's great, and in the big management schools it is the learners who pay and it's not stupid either.

So yes there is a student debt that exists but it remains very far from American or British cases, so the crisis that can be seen in these regions does not exist in France ...

TW: But can it exist?

R.C: It's a fact, tuition fees have increased significantly in management schools over the last decade, they have almost doubled. And yes to start in life it can be a ball to the foot.

Now there are lots of support programs and alternative programs like apprenticeships where it is the companies that pay for students who are also paid between 1,000 and up to 2,000 net euros per month!

Also, we must also not fall into the cliché of prestigious management schools as the places where we find exclusively rich spoiled brats! There are sometimes more diversities in the grandes écoles than in some lecture halls at the university. Even in the grandes écoles, one can have access to scholarships, one can work alongside his studies, one can borrow from the banks if need be.

While it is true that the costs increase, I do not think they can still go up, contrary to what others think, it would not seem reasonable to propose schools at a 20,000 euros yearly tuition fee.

T.W: And the return on investment remains positive?

R.C: Yes it is still positive, now ... It is not exactly the same either compared to 20 years ago. The more graduates we have, the less value our degree has in away. So hiring wages are probably less efficient than 20 years ago.

But I do not believe that the crisis that you seem to announce with reason will arrive in France. On the other hand, there are points of vigilance, we must be careful, education is not a commodity, at least not like any other, we must not fall into a trap as it can be observed in the United States. or elsewhere.

Why Peer Learning Is So Effective

On the occasion of our first podcast WeTestEd, we had the opportunity to chat with Diane Lenne, CEO of the startup We Are Peers.

We Are Peers is one of the Edtech startups currently in vogue in France. It must be said that they propose an innovative, effective and damn promising solution.

What are they doing ? They develop Peer Learning within companies, in business schools and universities. They do this by hosting live sessions of Peer Learning and by offering a platform to manage peer learning projects, like a sort of LMS.

TestWe: In your opinion, which are the most innovative between companies and institutions of Higher Education?

Diane: It depends! What I can say is that with the companies it goes much faster, it is generally them who contact us to integrate the Peer Learning as quickly as possible. While with schools, it is we who must put ourselves in a position of proactive research and we must do a real job of education to reassure them in the benefits of our methods. But that's also why we started on these two very different profiles.

T: Do you have the same observation regarding the results of your projects with clients? That is, do you get positive results earlier in the businesses or in the educational institutions?

D: Well the results are observable after a single session. So in this case it's the same for companies as for schools.

T: 3 advantages and 3 disadvantages of Peer Learning?

D: So concerning the benefits I would say that:

  • it's a pedagogy that is very empowering

  • it greatly favors the engagement of learners
  • there is a knowledge acquisition that seems to be much more effective than with other pedagogic methods
The inconvenients :
  • it's very technical and it requires a whole lot of organization
  • it takes a lot of energy in the animation of the sessions, you always have to keep up the pace
  • you have to be able to let go and know how to underpin valuable information from learners

T: Should peer learning, in your opinion, replace a more traditional form of pedagogy like lecturing?

D: No I do not think so, I'd rather say it should be complementary. We can say what we want, the lecturing remains a method that can be very, very effective!

T: Let's talk about MOOCs. I do not know if you could see a bit of the disco on this subject right now, but overall we wonder if the MOOCs are a failed promise, a success ... What do you think?

D: MOOCs are an innovation among others. For me it brings accessibility, but it does not change the course pedagogy. Moreover, the average completion rate is not great, around 13%. Finally, generally, MOOCs are very effective but only for a minority of people who are usually the most "educated". So yes, it is an excellent innovation but must remain complementary to a more global educational strategy.

T: Are you aware of other uses of Peer Learning, observations about its effectiveness, elsewhere?

D: Yes! It must be known that this pedagogy is not new. The first, it seems to me, is the mutual class. This type of class allows children to learn to read and write in less than 3 years versus 5 years for traditional classes. But for ideological reasons this method was abandoned, especially because it called into question the place and authority of the teacher. Today some educators put the mutual class up to date like Vincent Faillet.

T: Could you tell us about a success story that marked you with We Are Peers?

D: Yes! You have to know that every success is the result of a collective work. Now for me a success story would be that of the course we created at EM Lyon Business School, which is still in progress. It is self-managed by the students and passed on to each other, ie the students of one session become the facilitators, the facilitators of the next. Some students have even become Peer Learning session facilitators in business. It was their internship or even their first job! I am thinking in particular of one of them who became part-time facilitator in a company of which he was a minority shareholder although still a student. He has facilitated sessions with more than 50 people, which has clearly offered him the opportunity to learn and proactively illustrate his skills, it is an example of empowerment! Beyond that, he also accompanied other courses at EM Lyon ?

T: What do you do when a student is simply not engaged nor excited by the peer learning session? Does it happen often?

D: Yes it happens sometimes, inevitably. But it's absolutely not a problem. First, we try to figure out if this student might kill the vibe of the group. So basically we just go and see them talk and tell them? Are you feeling ok with this? If not what's the problem? And you know this course isn't mandatory so if you don't want to come back, please do. In most cases, we try to motivate them in other ways and by explaining them more clearly what the exercises are about. But you know sometimes students feel simply too disrupted and you just have to let them go.

To be sure everyone wants to be part of this course, we ask students to prepare a cover letter to show their interest in that type of learning experiment... And it's quite effective!

T: What do you think about the skills gap impacting Higher Education? Do you think it's real? If so, then what's the reason of this skills gap according to you?

D: Obviously it exists and I think it's because of the slowness of the educational system. It takes too much time to renew pedagogical programs and curricula. Take for example entrepreneurship. Ok, today you have many programs and courses of entrepreneurship but it's not enough. We need more focus on data and growth techniques, we need to teach students pragmatic activities in a way that facilitates self-renewal. However, it's changing and schools are aware of this. The thing is, students could learn much faster rather than spending two years on fundamentals.

T: What's your advice for Higher Education?

D: Alright I'll answer to that question in four points:

  • Stop ignoring pedagogic innovations and models that work like Vincent Faillet's. Schools should spot these pedagogic innovations and test them through pilots programs. It's the case in Finland for example.
  • Change the classes environment and rooms' designs to make it more adapted for engaging sessions.
  • Then, I think it's worth wondering why Higher education exists and what are its values and goals today.
  • Finally, it would be interesting to work and teach around grand themes. It's what we call phenomenal education, it's very much used in Finland now, and the goal is to teach several subjects (geography, math, history, economics, neuroscience etc.) through one theme, one set in an interdisciplinary way.

More and more business schools are trying the We Are Peers experience, such as Rennes Business School or more recently Grenoble School of Management on a geopolitical theme. We Are Peers is a figurehead of Edtech and Transformation and we recommend you to take a look at what they do.

You can follow WAP on Twitter
Or follow Diane

6 Ways You Should Assess Learners in 2019

Assessment is one the most important matter to take care of today. With the rise and demand for new skills, there's a need for new ways to evaluate learners! What is sure is that standardized assessments are being left aside, little by little. Alternative assessments, on the contrary, are on the rise. Tech tools offer other opportunities to build new ways to assess learners.

So what are the promising types of assessments for 2019?

Self-Assessment/ Peer Grading

Why? Because empowering learners by giving them the opportunity to self assess their work or assess their peers' work is greatly helpful at triggering engagement! You simply make the assessment become a whole part of the learning process.

You should definitely take a look at We Are Peers, the French provider of collaborative assessment system and peer learning management system. Or for more inspiration, have a look at what Don Wettrick has done with his students through his Innovation Classroom!

Assess by Teaching

Why? Because studies show that students put in the place of their professor, that is, making themselves the provider of knowledge, help them to better learn.

What you can assess here is the precision, efficiency and concision of a student's presentation to his peers as well as how well others have understood one subject. This formative assessment encourages communication between students and to that, we can only say ?YES?.


Why? Because Quizzes are a perfect formative assessment that can be multiplied throughout the year, which gives the opportunity to have access to data on students' learning.

Moreover, quizzes are very engaging for learners and bring interactivity and entertainment to the class. A very good example of a working solution is Wooclap. This Belgian startup makes smartphones great learning tools! A professor creates quizzes that will be sent to students' smartphones during the class. The result is that it has been proved that it helped students facilitate long term memory.


Why? These are the most engaging assessments through which learners impersonate a situation to show what they have learned? in action! Concretely, it's learning by doing. Thus, it gives an on-the-spot look at how much learners developed their skills. Here's a study on the benefits of roleplay assessments!

Pecha Kucha

Why? Pecha Kucha is a Japanese method of presentation in which you must present 20 slides while spending not more than 20 seconds per slide. Efficiency, being straight-to-the-point, Pecha Kucha are assessments that can put under the spotlight skills that are very much required on the job market today. Here's our study of it!


Why? Because it's the most hybrid solution for assessments. Because it works with alternative assessments, it works with standardized assessments and it provides data on the learning process, indicating professors what to do to improve their pedagogy and better adapt their assessment/learning experience. Plus, eAssessments provide flexibility to professors who can manage their exams as well as learners who can take their exam on their own device, anywhere or anytime. TestWe? well? is a good example ;)

5 Ways to Prepare Your Students for Hybrid Jobs

We posted an article last week, talking about the rise of hybrid jobs on the market and its impacts on higher education. Have a look at this chart from Burning glass technologies and you'll understand.

Here you go.

Obviously, the impacts that hybrid jobs will have on higher education are many and changes are needed in terms of learning/ pedagogy, of internal organizations. Basically, as Joseph E. Aoun writes, "If the new jobs that are emerging are increasingly hybrid, then the programs of study may need to become hybridized as well."

Let's dive a bit deeper into how a university or a school could prepare its students for these new kinds of jobs.

1. Propose projects and learning paths that aren't siloed

Although it is already changing today, learning paths are still very much siloed. If you're a student in History, marketing, finance, biology, you won't be able to learn or use knowledge from other fields to discover and propose solutions to problematics.

In fact, as Joseph E. Aoun explains in his article, it is much more enriching to base learning on problematics rather than on a defined field because it is the way students are going to be confronted to different kinds of situations in the real world.

Having access to one particular kind of knowledge isn't a problem anymore, knowledge is available almost for free at any time, anywhere. Thus, it is about using different kinds of knowledge to solve problems. This is one of several skills that are at the core of hybrid jobs.

A good example of a structural and pedagogical transformation, from siloed to hybrid education, is Finland. From their youngest age, students don't learn subjects, they don't take courses, rather, they take part in projects around themes and problematics.

2. Insufflate a culture of a growth mindset

As Jennifer Gonzalez writes, ?most teachers know that one of the best things we can do for our students is to help them develop a growth mindset, the belief that they can get smarter through effort. But many teachers are at a loss for what exactly they should do to promote this mindset.?

The growth mindset is the idea that the brain has the ability to change throughout your life, writes Katie Brohawn. Already very popular in the entrepreneurial community through expressions like every mistake is an opportunity to learn, it is still hardly applied to higher education where performance is perceived by students as the end-goal over learning.

Teaching a growth mindset to students can have positive impacts on them in terms of methodology, engagement and retention. Gauthier Lebbe, Inbound Marketing Manager at Wooclap, a Belgium startup that makes smartphone engaging learning tools, proposes 5 ways to help students develop a growth mindset.

3. Propose Innovation Class

We previously talked about Don Wettrick's Innovation Class and the opportunities it offered for higher education.

  • Innovation classes help students to engage a lot more with the learning process.
  • They help them develop a high curiosity for problematics they want to solve.
  • They also help them develop a high expertise in a short time that is quite remarkable. They help them use tech tools and new practices to attain their goals.
  • Finally, they help students to work together on projects and manage goals they set themselves.

Innovation classes match 100% with what is needed today on the labour market and in new functions such as hybrid jobs.

4. The Growth Tribe model

Growth tribe is the first European academy of growth hacking based in Amsterdam. More than growth hacking, the academy trains people from all ages to master a mindset that will them adapt fast to many kinds of hybrid jobs.

Seeing the rapid growth of this academy in such little time (2 years), it is interesting to analyze its case and extract ideas and structures that could be applied to higher education institutions.

What works as hell with Growth tribe is their project based learning pedagogy. The academy is contacted by companies (generally large companies) who need to optimize their processes, solve problems or attain certain goals. Thus, learners form teams and apply immediately what they learn through conferences and discussions.

What's more interesting in the Growth Tribe's model is the culture of data, feedback and optimization learners need to integrate in order to be able to benchmark their learning or adapt to those many situations where they'll have to solve companies' problems.

An academy like Growth tribe not only provides its learners with a large panel of skills, it ensures the companies with which it works that its ?students? have a high mastery of these skills and are adaptable to many complex situations. Many find full-time jobs in these companies afterwards (or get promoted in case of a professional formation).

5. Hybridize the administration of the institution

Finally, going back to the argument of Joseph E. Adoun about the need for institutions to hybridize their learning programs, we can go even further. Institutions can change their own internal process and organization to entertain a continuous improvement of their learning programs and a perfect match between what their students learn and the current and future needs of the market.

It means building teams of administrators, like a growth team, that could benchmark the market and latest innovations in order to adapt the curriculums accordingly. It means also training its faculty and administrators to get the skills needed to help students evolve and learn quickly. This a basic of hybrid functions.

We'll go deeper into that question in our next post. Keep in touch!

3 tools that'll help you save time and focus on pedagogy

Teaching takes time right. A lot of time. We need to optimize that. To start we have to recognize that teaching, like any other function, has high added value activities and low, very low, added-value activities. Proportionally, these low added value activities are very exhausting and necessitate large amounts of time, for a very low outcome like administrative stuff, like basic emailing, like reports, like marking copies, like creating exams?

You probably have this time problem right? Well, take a piece of paper, draw a line in the middle, one column for high added values activities, one for lows and write. Once you've done that, find some tools that might help you optimize and automate all these low added value tasks. AHH! We did that for you. Guys, here are 3 tools that will do the job no question asked.

1. Slack: Ease communication, ease your day, save time

Communication between professors and administrators can be hard. Communication between professors and students can be also quite messy. Generally, all of them happen on one messy platform, the university's email platform. Clearing this up is thus a priority. Slack is the best friend here. Originally, the tool was labelled the startupers way of communicating. Now, it's an awesome giant com' tool that could be used by any kind of group. You can automate message, separate groups via channels, ensure private conversations, set up notifications in a cool and user-friendly environment.

2. Sense: Optimize marking and feedback

Sense is a very interesting company with quite amazing technology. Basically, the solution analyzes all the assessments you have received and detects patterns out of them. With these patterns, Sense gives you several profiles of answer that will represent faithfully a whole lot of copies. Say you have 7 profiles, you'll give feedback on 7 types of personas rather than thousands. Now, you say thank you and we say no worries.

3. Domoscio: Automate your data visualisation reports

BigData and adaptive learning seem to be at their debut in Higher education. Nevertheless, more and more institutions understand their importance. Generally, when we interview schools and ask about it, they say? Yes, but it's a hassle.? Understandable, collecting data manually, giving it a sense and interpret it in order to improve learning is a formidable, hard task. That's why there's Domoscio. Basically, they automate data collection and update data visualization reports. They offer more than that, check them out!

TestWe in fourth?

TestWe can also help you at automating grading, optimizing exam creation and getting data out of them to improve learning. But that's for another time?

Tomorrow's Teaching: A Conversation With Dr Kristin Palmer

Dr. Palmer is Director of Online Learning at the University of Virginia. She sees an evolving role of faculty and then shifting organizational structures and processes to support those specific role requirements.

She views some technology advances as tools to run towards and others to avoid. She sees a near future of faculty working collaborative across expertise areas to provide a high-quality student experience and the integration of edtech tools such as learning analytics and VR immersive environments in the classroom.

Dr. Palmer believes colleges and universities will need to differentiate what experiences they are providing to students: creating new knowledge/research, preparing individuals for jobs, and/or building well-rounded global citizens.

Education is changing fast and the consequences of this change can already be felt today.


It's quite cliché I know but still, it's true and it's also a punchy intro. Apart from AI making its way into professors lives, apart from Edtech tools making their way into professors, apart" OK! Apart from all that, the whole job of teaching whether we talk about primary, secondary or higher education will completely change. Due to technology development but also due to the change of generation of students to whom professors must adapt, as Karen Gross writes in Thrive Global.

According to these transformations, what will change for teachers in Higher education" How will it change" What needs to be done" We asked Dr Kristin Palmer, Director of Online Programs at the University of Virginia (UVA).

The breaks in the system
"There are several breaks in the system that will be the big triggering of a change in teaching in Higher education," says Kristin Palmer. Institutions will shut down, students not finding jobs after having completed their master degree, a growing brain drains from Asian universities (notably South Korea, China and Japan). Indeed, it is estimated that more than
500 000 international students will be studying in China in 2020 (the country is already second in terms of international students getting a degree there behind the US). This general context has 3 consequences that schools have to take into account. "There is this argument that Higher education has three disparate goals" affirms Dr Palmer, "creating new knowledge, creating well-rounded individuals and creating people that can do jobs".

The thing is those goals aren't always interlocking well with one another. "It would be great for institutions to differentiate more upfront what goal they're after". By not declaring what speciality a school is focusing on, everything becomes general and because today, the majority of schools declare ensuring a holistic experience, mixing the three goals, which is much more difficult to ensure although possible, 1) students can't find themselves a path on the professional market and 2) many schools will have to shut down.

The Western Governor University well understood that, according to Kristin Palmer, and openly state that they help their students find a job. "If you're an adult learner and you're looking for a job, I don't see why you would go anywhere else than Western Governor" she affirms.

What is going to change

As it is more difficult today for a student to really stand out of the crowd to build himself a road to success, Palmer explains, they'll have to be even more responsible throughout their academic path toward the market.

This will have deep technological implications for teachers and schools who'll have to rethink the way they grade, the way they teach and the way they engage students using technological tools.

Finally, this technological and pedagogical change will then have even deeper impacts on schools organizational structures and the interactions between faculty. Moreover, the job of the teacher will become even more difficult as more and more elements will have to be considered in the scope of action of a teacher.

As Kristin Palmer notes, "the main challenges are the evolving responsibilities of faculty (research, teaching, mentoring, advising, grant writing, presenting, writing, collaborating with peers, understanding Edtech, tech help, understanding pedagogy, staying on top of news/social media, etc) and the rising adjunct faculty workforce (and the lack of stability, benefits and a living wage for those adjuncts)."

How it will change

Talking with Kristin about students and their learning experience is quite moving. She loves them and shows it.

"The University of Virginia is this place where" we have the coolest students on the planet. They're just super awesome kids that are going to change things in so many different fantastic ways" says Palmer.

But learning doesn't stop there according to Palmer. "It's not like you're never going to go to the university again, that's not the way the world works anymore, you have to constantly upskill and learning new things" she affirms.

"It's more going to be about a portfolio approach" she adds. Learners portfolios have to help them benchmark their learning situation in order to manage their professional path more easily and know what they'll need to update in order to still be on top of the market.

ePortfolios are a growing trend in Education, with several attempts commercialized already. We still need more intuitive solutions that would really simplify a life-long learning management platform.


The same approach applies to educators. "There is a lot more demand on the future faculty members," says Dr Palmer. They'll have to provide effective ways to teach, assign and grade their students while continuing to mentor, research, write, attend conferences, be on top of social networks, know what is going on around.

"Being a jack of all trades is not going to work," she affirms. Schools and universities will have to make sure to hire people that have skills matching with their needs. And a portfolio approach is perfect in this case.

Pedagogical methods have to change also. According to Kristin Palmer, students don't learn the same way. We then must have to adapt to their personalities, which is nevertheless quite hard to process.

An inspiring example from Palmer was on a History professor at Virginia Tech, the archrival of UVA. "He has a thing where you can earn points from a hundred different assignments. He uses very different approaches thus to grading."

"He'll have his students pretend they are Angela Merkel or a world leader. They'll have to tweet for a week as this leader, know what they're doing right now, their challenges, the strategies etc."

Simulation, like role-playing, are very effective methods that should be used more as they fully engage the student in the learning process and into a problem-solving process that will greatly help them use and develop different skills to handle a project.


"What do you think about AI and teachers?" is a very simple but very effective question I like to ask in order to provoke debate or understand the viewpoint of an expert educator on the developing use of technology in Education. So I asked.

"We need to develop services to support teachers," affirms Kristin Palmer who said previously that teachers are wearing too many hats.

"AI definitely has a role in that, think about bots available 24h/7 that can help students find answers to their questions and understand the content. That's here now, just it's not adapted largely because most people don't know how the technology works."

Simulating situations via VR is also an effective way to engage students and create an immersive experience to learn concepts. Using the example of Ready Player One, Palmer defines the use of VR in classes this way: "I think wow! Maybe" But not now!" adding that "sometimes we should run from things, sometimes we should run to things."

Indeed, although it is used more and more to create great content, the affirmation of VR in schools still is a thing of tomorrow, not today. Moreover, its use is still too decentralized. Faculty and directions don't always share the same projects or the same opinion on one tech tool.

Nevertheless, some programs and courses are very much adapted to the use of these kinds of tools. There, we should run to it and use VR to for example "visit Pompeii's ruins and say let's do an assignment about that."

Finally, data " data! Talking about Learning analytics and the need to centralize data to better benchmark the needs from students, Kristin is all in, affirming that we should provide "faculty with best practices and access to electronic data security and confidentiality for research data. That way the faculty don't need to reinvent the wheel or start from zero but can leverage robust best practices. The trick then, of course, is making it easy for faculty to then FIND those resources when they need them!"

Organizational structure

To ensure this transformation of the learning environment, changing the organizational structure of schools is a must, says Palmer.

According to her faculty members have to wear more and more hats, as I previously explained.

"I would map out the different roles of the faculty and then work collaboratively to identify methods to support them in these different roles, focusing on where the faculty feel the most pain and where there is the most impact for students," says Dr Palmer.

UVA knows about this need for restructuration. "we are working to develop some centralized resources and processes for research so that there is more support for faculty in that area," she explains.

The future of teaching, she says, is the collaboration between tenured faculty members and non-tenured members. It's about helping each other across several fields of research so that the learning experience of students is continuous.

"For example, one faculty might focus on research and working with students in their lab and another faculty might focus on teaching and mentoring students," she explains.

Talking with Dr Palmer is enriching. Her views are critical, well thought as well as optimistic. Her knowledge and vision of tomorrow's Education and tomorrow's teaching, although coming from an American person, can be greatly inspiring for educators in other countries. Really.

Why e-Assessment Helps to Focus on Learning.

Imagine students as a group of athletes who run and prepare for the Olympics.

Beautiful, vigorous athletes. But there's this thing, we don't really understand why but their trainers give them these weird shoes to train. Ski shoes. They tell them to run faster than Usain Bolt with these. Quite hard to do right?

Well, this is the problem with Education today. Many things have changed and innovation changes the style of Education but students still have these ski shoes, represented by paper-based exams. And consequences are many.

Apart from being a hassle for professors in terms of logistics and academic data management (in this I mean getting all the data compiled and visualized in one place), assessments and grades have more concerning impacts on students and learning.

According to some studies, due to social pressure and the need to get good grades to get higher-paying jobs, students tend to develop highly pressuring anxiousness and tend to focus only on their grades which, according to a study, tends to prioritize memorization over learning.

Worse, they tend to choose the easy path, that is, a diploma where they could get better grades and chances to find a job in the end. No more interest for real learning, for building expertise on what they love. And we push them to act like it.


Thus we have a deeper problem here. There is no connection between learning and grades (and assessments). To answer this problem, new methods of assessments have been developed. Among these methods is the use of other forms of grading and assessment methods like engaging assessments, mastery-based learning or self-assessment teaching.

These innovative methods are invading the world of Education and are proven to be effective.

However, grades and assessments as we know them won't get out of the Higher education's horizon soon and it's not a bad thing.

Why they won't get out?

Simply because grading, in all its forms, helps to understand the competencies and masteries of a student on the labor market. That, we know.

Still, because there's a gap between learning and grades, the goal should be not to erase them, but rather to unite them.

We're getting there.

While new ways to grade and assess are rising and growing in importance, we still need an environment to make sense out of it, to manage these grades and integrate them into the learning process in order to help educators analyze them and improve the learning experience.

Hence, e-Assessments. These solutions are not new, on the contrary, they're quite ancient. They help you digitize your assessment processes, they optimize grading time, they propose secure environments.

Addressing these issues is interesting but e-Assessments are not really solving the problem and grew to be considered a slow and quite a crowded market?

It needs a little evolution.

Because e-Assessment in its core has everything to be that platform to manage to learn with grading, to manage the learning experience and keep an eye on competencies acquisition by students.

It lets professors manage competencies per test, lets them optimize their grading, manage their tests schedules.

Add to it scalable data visualization (student, group of students, class, program etc.) and that is how you make e-Assessment a tool to focus on learning using grades.

Add some spices, bring up tools to automatically give advice to students on their learning based on the grades they had.

Finally, make it adaptable to any kind of assessments, even self-assessments, and you have a platform adapted to today's students.

In France, there are debates about whether a digital education is relevant, whether tech in school is only a matter of "trendy thing". It is true that Education shouldn't be about tech.

Nevertheless, giving the chance to better educate and better managing learning through tech, now that's unavoidable!

That's a fact, according to our study on a hundred school deans and directors, 50% said digitizing their processes was unavoidable, 50% said it was urgent. 75% said using new assessment techniques was on their agenda, adding data management as a criterion they need to improve for learning.

e-Assessment is evolving and shows the opportunity to solve the grade/learning issue and give the right shoes to students in order to let them break records. We just need to give it a look and give it a try.

What do you think? What's your solution to solve the grading/learning issue?

Hey! Take a look at our new white paper on the problems with assessments and grading, we went deeper and analyzed the new ways to grade and assess students!

AI vs Professors? What's gonna happen?

Anthony Seldon is a British education expert that made the buzz in late 2017 by declaring that in 2027 teachers will be replaced by AI, offering a rich analysis explaining that it will, but it also should happen this way. The analysis was published in many, many, many influential media, like the World Economic Forum. This declaration is aggressive and if you don’t read the article until the end, you’ll that understand teachers are kind of doomed. Which is complete nonsense?

Teachers will play a most important role for many years to come…

AI threatens a great number of jobs, it’s true. Up to 800 million according to McKinsey’s study, although those “in-the-process-to-be lost jobs” means also a whole lot of new ones will be created. Yes, some jobs are really threatened and will have to deeply change as this analysis shows(like for example financial analysts, doctors, drivers etc.). Pedagogy is out of this spectrum as it consists of a human relationships activity based on social skills. As it is depicted in Sapiens, written by History professor Yuval Noah Harari, what makes us humans is our capacity to tell stories, construct realities, to develop intersubjectivity. The latter is the basis of education but just can’t be mastered by AI.

AI are thousands of times behind what we can achieve, they are tools, not emotionally sensitive and empathetic persons. And I’m not even talking about the current stage of development of AI which is… well, we’re only at the beginning of it. Teachers not only will play a crucial role in tomorrow’s society, but their profession will be highly exciting. NEVERTHELESS! It doesn’t mean technology will not play a role in the development of this profession, on the contrary...

AI will only help teachers focus on what matters

If you go further into Seldon’s study, you will find some more interesting points. Notably, the development of AI as professors’ assistants. There lies what will 1. improve learning and 2. will make the profession of teaching more exciting than ever.


Teachers spend too much time on tasks that haven’t got a significant added value. Creating exams, marking them, managing the flow of documents and organizing logistics during exam sessions currently isn’t really impactful in the learning process. These are unintegrated or unable-to-be-integrated tasks in the learning process, having thus little use for the core of the subject: pedagogy innovation.

That’s where an AI assistant solves this problem. How?

  • By clarifying situations through data collection and visualisation (also called Learning analytics solutions or Multimodal Learning analytics), thus helping teachers understand better how to guide their students through their work.

  • By automating marking, thus letting teachers the pleasure to comment and to communicate with students on how to improve.

  • By facilitating exam creation

  • Finally, by helping them automate all the administrative tasks that take time.

That’s notably what Rose Luckin, a professor at the University College London Knowledge Lab, affirmed in a 2017 study. Helping professors in their tasks and giving them more time to analyze and improve their learning content should be the main mission of AI in Education.

Inevitably, it would also greatly help solving the shortage of professors worldwide and promote the profession as an exciting, entrepreneurial adventure with learning.

AI will NEVER replace teachers

In any case, digital can’t compete with human brains and human relationships, period. Interviewed by the media Futurism, Rose Luckin declared: “I do not believe that any robot can fulfil the wide range of tasks that a human teacher completes on a daily basis, nor do I believe that any robot will develop the vast repertoire of skills and abilities that a human teacher possesses”.

Take these simple facts:

  • Paul Reber, professor of psychology at Northwestern University declared that “Human brain storage capacity is virtually unlimited and doesn’t get used up”

  • George Dvorsky, a senior reporter at Gizmodo, a media specialized in new technologies, affirmed that brain’s memory capacity is a quadrillion, or 10, bytes. Astoundingly, this is about the same amount needed to store the entire internet!

  • Terrence Sejnowski, Salk Institute professor declared “We discovered the key to unlocking the design principle for how hippocampal neurons function with low energy but high computation power. Our new measurements of the brain’s memory capacity increase conservative estimates by a factor of 10 to at least a petabyte, in the same ballpark as the World Wide Web.” This recent discovery revolutionized the way we thought about human brains and it’s just the beginning.

Apart from this, just like the McKinsey report stated, jobs implicating human skills are going to be the most demanding and the most needed. Yes, the job of professor will change deeply. No, AI will NEVER replace teachers, on the contrary, it will empower them!

Our Top Learning Content and Blogs to Follow For This Late Summer A RELIRE

Summer is about relaxing, of course. It's also a great moment to get inspired for Back-to-school and fill yourself with ideas you'll use to innovate in your pedagogy. You know, be prepared to impress them like never before.

For this purpose, we found for you some great learning content and blogs you should follow to get that most wanted inspiration. Some are directly related to Education some are not.

We selected them because of their format, because of the content they offer and the ideas they share.

Here we go!


This is Evan Puschak, the Nerdwriter. He does magnificent video essays on several subjects going from political and economic analysis to film and art analysis.

His videos became so popular that his editing style influenced many, many, many Youtube essayists..

Apart from delivering interesting learning content on so many subjects, Puschak is inspiring for a teacher who wants to innovate and propose other formats of assignments or projects to his students.

We wrote here a study on video essays and how it is a powerful tool for Education.

Don Wettrick's StartEdUp Innovation

Now, this is Don Wettrick. His pedagogical approach is totally innovating, disrupting, incredible.

Wettrick is proposing very promising methods of assessments, grading and students' self-development. So much that it turns Education upside down.

You must follow his blog here and vlog here and here.

We wrote another study about his methods, notably the ROTH Ira process he uses with his students that kind of resembles Growth hacking.

Believe us when we say this man helps students exploit their full potential, master skills and become experts, activists or entrepreneurs in various domains.

It's just impressive and inspiring. There's nothing better for teachers than watching examples like this.

Cult of Pedagogy

This blog is like a cave full of treasures. Founder and Editor in Chief of the blog Jennifer Gonzalez (that' her below) gives with her co-authors passionate and resourceful insights and interviews on Education's most interesting innovation as its most alarming issues.

Jennifer Gonzalez is a gem for every teacher, education innovator or student who wants to go further, to know more about what's going on in the alternative side of Education.

Her interviews gather true entrepreneurs of learning who experiment learning techniques with their students and met success. Gonzalez's (and the other writers of this blog of course) interviews and reports will inspire you to act as soon as possible. Simple, just subscribe to Cult of Pedagogy.

Tim Ferriss

Tim Ferriss is kind of a growth hacker, master of processing things in order to accelerate learning.

To summarize his accomplishments, apart from launching successful businesses and investing, he wrote several bestseller books and became a Chinese kickboxing champion, among other things, using accelerated learning techniques.

We really recommend you to follow his blog, you will find interesting methods you could try to implement with your students.

Accelerated learning is an incredible domain that everyone should study.

Vox and Vox - Borders

Vox videos and blog offer a superb analysis of current affairs and many diverse subjects (like the (Mostly) true story of hobo graffiti you will definitely learn something great here). Vox is a media that investigate a lot and that try to go deeper than the rest.

The Vox - Borders subchannel is (for us) even more interesting as the Emmy-nominated journalist Johnny Harris (below, swimming between Haïti and the Dominican Republic) goes at borders between two countries and analyses the geopolitical situation (cultural, social, economic, etc.) and its impact on the culture and the day-to-day life of people.

This learning content is a resource and a blog you should use to try to innovate or to propose new sources of knowledge and discussion in class with students, as well as new formats of assignments and group projects.

There are many other content and resources you should take a look at, but these ones just slapped us in the face. We leave you pleasure to take a look at them and enjoy this late Summer period.

Here's our Top 5 Learning analytics tools

Learning analytics is a vast, vast area in which we find very different tools accomplishing very different tasks. Still, they can be considered as Learning analytics solutions.

Let's remind ourselves that Learning analytics is the application of data collection, analytics, measurement and reporting to Education with the goal of improving and optimizing learning and learning environment for students.

I'd like to stress the word "optimizing" because this is the final goal of this sort of solutions: making teachers' lives easier to help focus on what matters the most, students and learning improvement.

So here's the list of 5 Edtech-Learning analytics-tools that will greatly optimize your workload and in the end, help students progress.

1. Yet analytics

Yet Analytics is in some sort one of the most complete Learning Record Store/ Data visualization tools on the market. Using xAPI to develop its platform, Yet provide a whole lot of different visual analytics to help you improve your learning content and help your students learn as well as possible.

  • Yet provides insightful analytics on talent development, role readiness and career pathing

  • It provides rich engagement analytics through different learning ecosystems

  • It provides precise predictive analytics solutions

2. Wooclap

I previously introduced Wooclap in this post. The audience response system app is one of the best tool to improve in-class students' engagement. The Belgian startup proved they could greatly improve students' learning via their playful system of in-class quizzes app. All thanks to students' smartphones. The fact of the matter is that this app is also a Learning analytics tool. Why?

  • They provide analytics to professors. Indeed, they can easily check who responded to what and how much time they took to answer.

  • They provide a feedback wall so that students can communicate (during the course and after) to their professors and tell them what part of the course was difficult to understand, or which part was great etc. Thus, it's a great qualitative data provider.

3. Bright Bytes

BrightBytes provides a SaaS-based data analytics platform focusing on four basic frameworks that measure the effects of technology in a school.
  • Their analytics tool lets you evaluate how teachers and students use technology for learning.

  • It studies the availability of devices and Internet access throughout the school and at home.

  • It measures the skill levels of teachers and students with multimedia.

  • It evaluates the school culture, professional development, and technology needs across the organization.

    Part of 2018's learning analytics tools watchlist, BrightBytes is a great solution to match your needs with the tools you use.

4. Clever

Clever is one the US most growing startup in Edtech right now. Providing a single sign-on tool to students and teachers in order to navigate between all software and learning resources (among other products), Clever recently launched Goals.

First, Goals tool lets teachers set objectives for each of their students like activities to do, resources to use and so on. Then, it lets professors track the progress of their students with accuracy (students can follow their progress too).

Although data analytics with Clever don't go as far as Yet analytics, for example, it is still a very interesting solution to assist students in their learning process and to check their personal engagement with learning resources.

5. Knewton

Knewton is an impressive US startup providing a platform that aims at facilitating adaptive learning through data analysis.

By analyzing real-time performance data of students, Knewton Alta, its higher ed solution, helps professors adapt their courses to each of their students and track their progress. Knewton provides also its own verified online courses that will automatically adapt to students' progress.

Finally, Knewton provides a complete Learning analytics solution for enterprises, focusing on the best data and insights to help educators adapt and improve their content according to learners' needs. Knewton is already quite famous, but their continuous improvement is just fantastic.

Is it the beginning of the end for Standardized tests?

More and more universities (ex: Yale, Columbia) in the US are dropping standardized tests as a requirement in students' applications, making them optional. The reason is those top US universities until today had very low acceptance rates while students complained about the costs of required standardized tests like ACT or SAT. The results were that although few students (fewer than 10% of applicants) were admitted into the universities of their choice, many others just spent money on being refused in the end. Without entering higher education, learners are thus already spitting money.

Nevertheless, there's a deeper problem to that. One test, or even a few tests, should absolutely not rule them all. As James G. Nondorf, UChicago's dean of admissions and financial aid told the Washington Post, "Testing is not the be-all and end-all". Indeed, when we think of these types of tests, one word comes out: scary. One test should not be able to determine the whole future of a learner.

The Problems of Standardized tests

Exam phobia is a real thing everywhere in the world. The thing is that scaring students is not the best way to help them prove they deserve to be admitted in the university of their choice, universities may miss the best students because of a simple test and that is unfortunate.

Making standardized tests optional and prioritizing more diversified tests, continuous assessments and skill tracking show that, according to universities, assessments are a key element in adaptive learning, something we just did not think of up until today (well at TestWe we did of course). More than performance, they focus on integrating assessments in the learning process.

e-Exams are an opportunity to better assess students

While standardized tests are made optional, asking ourselves how we could make exams less scary and more able to spot "golden brains" from every background is the right thing to do.

But pushing this idea further is also crucial. It's time to make exams more than just performance indicators. It's time to give exams the tools we need to better follow students, the way they learn and how we can better help them reach their goals. Better assessments benefit everyone and encourage active learning. And for this, e-Exams are the answer. By giving professors the way to facilitate their insights, by optimizing their time to improve their learning content (exam creation/ exam grading), e-Exams help them get what matters in assessments: how a student is doing and what could professors improve. Concerning standardized admission tests, e-Exams are also very useful and for certain reasons:

  • Because they drastically reduce logistics, creation & grading time, e-Exams reduce the costs of assessment, reducing in the end students' spendings

  • Grading automation or easy grading tools accelerate admission processes

  • The secure environment provided by e-Exam solutions offer more flexibility to applicants that can stay at home while taking the assessments
Learn more about e-Exams here.

So: the end of standardized tests?

Making standardized tests optional for more flexible, accurate and adapted tests that show more a student's skills is making more top education opened to students from many backgrounds and giving them equal chance to develop their thirst for knowledge and skills.

But wait! It doesn't mean we should stop standardized tests, it's more about rethinking them. Because, anyway, tests like ACT or SAT are "too big to fail". Nevertheless, there is definitely a need to lower their importance, lowering thus extreme stress rates from applicants.

Assessments are like a construction site. We understood the problems it represented and, right now, many interesting opportunities, like e-Exams, are popping up. We are slowly integrating tests into the learning process, making them less and less standardized, more and more adapted.

So is it the end of standardized tests? It's not the end, it's not even the beginning of the end. But perhaps the end of the beginning.

6 steps to digitize your tests and all its process


e-Assessments are among the top 7 trends of Edtech this 2018. More than simply digitizing assessments that you give to your students, more than making them pass the exams on their laptops, it is about improving learning and simplifying exam creation, grading.

How does it improve learning? By offering the tools to the professors of your institution that will help them make better exams, more often and implement a better skill follow-up of their students.

Then, add a learning analytics tool to an e-Exam solution, you’ll understand why some students have difficulties, why they succeed, if there’s a problem coming from course content, you’ll even predict which type of assessment is more adapted to the students. e-Assessments are key to the implementation of continuous improvement in universities, corporate universities, business schools, in fact, any kind of educational institution!

Choosing e-Exam is right. But implementing an e-Exam solution can be difficult as previously said (lien vers précédent article). To be sure you’ll get it right, they’re 6 steps you must follow.

1. Everyone must know what an e-Exam is, even though they’re not testing it yet


Changing your assessment processes is as crucial as being accredited. You need everyone to know what it is and what are the consequences. Don’t worry it’s not as complicated as an accreditation process. Nevertheless, it changes the way your institution works whether we talk about instructors, students or the administration.


Once everyone is aware of the coming changes, plan the adoption of the solution. How are you going to test the solution, who are going to test it?


Map your processes. Assign roles to exam creation, grading, who’s going to proctor during exams, who’s going to analyze results? How will get feedback and from whom?

2. Don’t be scared by conservatism, it takes a little time to change habits

Be sure of it, you’ll receive bad reviews from a certain number of people due to the change of habits or due to misunderstandings or simply because they don’t like it.

It’s normal, it takes a little time before everyone an e-Exam solution. We calculated that after 3-5 tests/ exams, the large majority of an institution adopt the solution.

In the case of schools (higher education), we found that the most conservative population would be a minority of professors having difficulties using digital tools. The reject expressed was, in fact, a consequence of a lack of formation.

3. If you can test it on a language course first…

Language learning is the best kind, of course, you can run tests on, using e-Exam solutions. The obvious reasons are that:

  • classes are generally smaller, which facilitates the adoption from students and the collection of their feedbacks
  • students in language classes must take a lot of tests, from simple MCQs to writing and oral expression assessments
  • you’ll thus have results fast and be sure you can go to next phase

4. Then on a Program, before implementing it to your whole school

Implementing an e-Exam solution to a whole program is the next phase. Nevertheless, do not target a program because it’s “short”. Here you must test it on a program on which you can measure improvement from your students and professors.

5. Ask for support

You can’t be alone, ask regularly support to the people who brought you the solution. They know the solution better than you do. And generally, it is notably for us, support, meetings and formations are included in the services. Use that help to better use and personalize the solution according to your needs.

6. Make sure you have constant feedback to benchmark the evolution

Students and professors feedbacks are extremely precious in order to entertain a continuous improvement of your learning quality. How can you improve e-Exams, how can you better understand your students and professors needs without feedbacks? Must you change of digital provider? Must you focus on Learning Analytics? Try to get as much feedback as possible.

If you follow these steps, first you’ll ensure a scalable improvement of the quality of your learning processes. Second, you’ll ensure that your students learn better. But hey! We’re here to help you too!

eSport unrolls its red carpet into Education

1.1 billion dollars, that's what the eSport industry will represent next year. Understandable when you realize it attracts millions of fans around its exciting and engaging games and champions. From the epic adventures of World of Warcraft (Blizzard) to dynamic and strategic face-to-face team fights of League of Legends (Riot Games), it hasn't been that difficult for these entertaining games to become worldwide watched fights into arenas where "wows" and cheers resonate in stadiums and where athletes display show incredible intellectual and team management skills.

Without talking about gamers, eSport gathers today an audience of approximately 300 million people, nearly the size of the US population. Not bad for only a decade of existence. The game becomes now something else, an industry that includes marketing, management, innovation, media, betting. And now eSports unrolls its red carpet into the education world.

Indeed, in the US for example, more and more universities create their own teams and academic programs concerning gaming but also marketing of eSport, management, communication, project management, game development etc. For example, the University of California at Irvine is the first public university that took the decision to welcome eSport in its education programs and decided to build a beautiful gaming hall for its students, thanks notably to donations from Riot Games and others. The results are obvious: universities that propose eSport programs like UCI rapidly see growth in terms of applications. The same case can be seen in China with schools like Hunan Sports Vocational College or in the UK with universities like Staffordshire.

Introduction of eSport in education comes at a day when we can observe a trend of gamification and innovation into pedagogy. Effects are numerous.

  • Strategic games like League of Legends or DOTA have real positive impacts on analytics, team management and organization skills.
  • adoption of technology and gamification of education facilitates learning.

In a way, eSport adds up to the Edtech family and offers a beautiful perspective to game lovers but also to students, professors, school administrations and entrepreneurs. It is interesting to see what impact games will have on education and higher education in the mid term and long term. How will it change our approach to education and learning? How grading methods will change according to the change in learning supports? Wait and see...