Whether you are a novice or an expert, 20 years ago the only tool available for deploying and administering classroom training was the LMS (Learning Management System). In recent years, driven by innovation, technology and the latest discoveries on the functioning of the learner's memory, many solutions with sometimes barbaric abbreviations have emerged: LCMS, LXP... ๐Ÿคฏ Kesako?

PITCHBOY tries to shed light on the bricks available to deploy your training courses and give your learners an exceptional experience.

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LMS platforms

The first LMS (Learning Management System) appeared in the early 90s. Their mission: to deploy training content and distribute it to learners, to ensure that learners comply with regulatory obligations โš– (mandatory training: Sapin II...), to distribute e-learning content exclusively in SCORM format, to monitor results and to publish reports.

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Limitations:

- Experience and user path not very engaging
- No adaptive learning content
- Top-down knowledge transfer format and training measurement focused on on-the-spot knowledge analysis (MCQs, etc.)
- Limited analysis of consumption (completion rate, time spent, average score, etc.)

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With the development of digital learning in organisations, LMS platforms have integrated new features and developed their performance:

- he possibility of managing multimodal training: face-to-face via TMS (Training Management System) functionalities [another little acronym for fun ๐Ÿ˜ ], blended learning, virtual classrooms, etc.
- The provision of an individual training offer, sometimes via market place mechanisms (such as Talentsoft Content)

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CMS (Content Management System)

Called the Content Management System in French, it has no interaction with the learner. It is the administration and management tool of the content resource for the designer, trainer, administrator of the platform.

โžก LMS + CMS = LCMS

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LEP platforms

At the same time, platforms called LEP (Learning Engagement Platform), such as 360 Learning, have appeared to integrate the social dimension (collaborative learning) and to encourage learner engagement (for example, by making learning and practice communities available). Mobile learning solutions (e.g. Beedez and TeachOnMars ) have come to fill this need for peer-to-peer animation and sharing.

Objective: the development of knowledge, easy sharing with peers thanks to simple content creation tools and the possibility of animating the community of learners.

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The advent of Learning Experience Platforms (LXP)

LXPs deliver training content through a personalised experience. They use adaptive learning mechanisms using data from assessments, recommendations, etc. They can exist alone or in addition to LMS platforms, to provide an enriched user experience. They can exist on their own or as a complement to LMS platforms, to provide an enriched user experience.

Objective : development of knowledge adapted and personalised to the learner's needs

LRS (Learning Record System) to record all the usage data of the platform.

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Immersive platform

Birth: 3 to 5 years

Mission: to make the learner the actor of his training, to make him live an experience to put his knowledge into practice. The platform integrates the functionalities of an LXP and an LEP. Participation and action are at the heart of the learning process.


For example, PITCHBOY, based on the A.G.E.S. neuro-pedagogical model, is an immersive platform that promotes :

- Action: getting the learner to practice in order to embark on a learning-by-doing process
- The generation of interaction: the learner is never passive. They make decisions and interact naturally, as they would in their natural working environment
- Emotions that would arise from a similar situation in real life are experienced in the same way: joy, stress, frustration, etc.
- Sequencing: the learner can do it again and again, at regular intervals, fixed or free. Each time they repeat the experience, it will be different if their choices are different.

The learner's advantage: allow the learner to record himself, to live a conversation experience in phone, video or field format, on computer, tablet, smartphone or virtual reality headset. The platform is accessible via a simple browser, in multi-device mode.

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The organizational asset: a skills-based approach. Know-how and know-how are at the heart of the PITCHBOY platform's experiences. It is the sandbox of many professional situations.

The immersive platform is the essential building block for a complete increase in skills: the "learning by doing" space, which is autonomous and remote, and therefore accessible to large populations of learners, offers the right to try and replay. This asynchronous solution, in addition to ensuring strong learner commitment, is a valuable tool for HR, training managers and managers in measuring skills.

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Objective : development of knowledge (knowledge) and skills (know-how and interpersonal skills) adapted and personalised to the learner's needs

The plus: accessibility on all media. It interfaces with all LMS and LXP on the market.

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In short, you have an environment of complementary tools and innovations. There are several possible combinations adapted to your needs and those of your learners. If your needs are centred on specific metrics (NPS, turnover, team turnover, etc.), an immersive platform will be your best ally for steering your activity according to learners' skills and for providing them with personalised support on a large scale. If you want to optimise your training budgets to escape the massive e-learning model that is not very engaging, the adaptive learning of an LEP and an immersive platform will be your magic wand ๐ŸŒ