Best practices

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14.01.2026

The Didask vacation notebook

Summary

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The summer break is finally here! A good break is essential to recharge your batteries, clear your head, and enjoy some time with your loved ones. It is also a good time to finally consult, read, and look at all the resources we put aside during the year, overwhelmed by our daily lives. So here is our small selection for the coming weeks:)

1. Preserving our cognitive resources

Podcast “We are not robots” with a guest Gaëtan de Lavilléon from Cog'X

A perfect subject for the holidays! How many breaks should I take in a day to stay effective? How long breaks? Will I feel like I need a break or is it already too late? Teleworking or not teleworking? What is an ideal physical work environment? What are the key principles to follow to pamper my mental load? These are all questions that our friend Gaëtan, a doctor in neuroscience, answers!

It's over here

2. Encouraging student effectiveness and engagement

Encourager le sentiment d'efficacité et l'engagement de l'élève

Video conference by Joëlle Proust, philosopher and emeritus research director at CNRS

An intervention organized by the Canopé network, on metacognition and the relationship to learning. How to make learners truly actors in their learning? The researcher uses examples adapted to children, but the results also extend to adults.

Watch it here

3. Is there such a thing as “Too Much Interactivity” in eLearning?

Article by Karl Papp (in English)

Spoiler: Yes! Knowing us, you might have guessed it, but this “evidence-based” article against the extra charge of bling bling in eLearning (overdose of clicks, drag & drop, animations everywhere etc.) does a great job of explaining an increasingly important question in the world of LMS.

Read it here

4. We tell you everything about engaging in eLearning!

Webinaire Didask "On vous dit tout sur l'engagement en eLearning !"

Didask on-demand webinar

This is no news, commitment is at the heart of eLearning issues, for the simple reason that if learners do not connect to their training... they are not likely to learn much. However, if the race for commitment seems legitimate, does all the methods, innovations or tricks that have appeared on the market contribute usefully to it?

Watch the webinar here

5. Does believing in merit help (or not) students succeed?

Croire au mérite aide-t-il (ou non) les élèves à réussir ?

TEDtalk by Céline Darnon, Lecturer in Experimental Social Psychology

An exciting conference where the researcher is interested in the impact of beliefs on meritocracy, the interpretation of success and its effects on learners. And if Céline Darnon is talking about students here, that extends entirely to adults.

Access the video

And also all Didask white papers

Have a nice vacation!

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About the author

Svetlana Meyer

Svetlana Meyer is Didask's scientific manager. A doctor in cognitive sciences, her role is to integrate the latest results of research on learning into our product to improve the effectiveness of the content created on Didask.

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ENGIE achieved an overall score of 16.72/20 in the Customer Service of the Year ranking, with scores ranging from 15.21 for chat to 17.61 for social media, confirming the excellence of their customer relations.

In brief

Traditional LMS platforms have7 structural limitationsthat hinder the effectiveness of your training programs:

A 30-minute tour of Didask in action

Traditional LMS platforms have7 structural limitationsthat hinder the effectiveness of your training programs:

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ENGIE achieved an overall score of 16.72/20 in the Customer Service of the Year ranking, with scores ranging from 15.21 for chat to 17.61 for social media, confirming the excellence of their customer relations.

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Note

Generic soft skills training (management, time management, leadership) is most affected. Without grounding in concrete job-specific situations, it generates little measurable impact and a high risk of disengagement.