How SIG entrusted the training to its field experts with Didask for the energy transition

SIG and the Eco21 program: training Geneva energy actors in the energy transition

The Geneva Industrial Services (SIG) is an autonomous public law agency. They provide the entire canton with electricity, drinking water, renewable thermal energy, gas, as well as waste recovery and wastewater treatment.

In 2007, SIG created the ECO21 program with a clear ambition: to support customers and partners in reducing their environmental footprint and energy consumption. Training is rapidly becoming a strategic pillar of the program.

Each year, SIG Eco21 organizes approximately 80 training sessions and formed more than 6,000 people since the launch of the program. The audiences are varied and very technical: architects, engineers, installers of heat pumps or photovoltaic power plants, energy managers in companies or communities.

Contexte

L'activité de formation ECO21 couvre l'efficacité énergétique des bâtiments, l'optimisation des installations, l'économie circulaire et la valorisation des déchets. Des sujets techniques, réglementaires et souvent complexes à vulgariser.

The challenge: to transform experts into training designers

The ECO21 program is based on a pool of trainers who are experts in their field. But this technical expertise has a downside: the majority of them are not professional trainers.

The process of creating the training modules was time and energy consuming. The experts first had to transmit their material to the training managers, who then took care of the instructional design. A time-consuming round trip and a source of information loss.

The question asked to SIG Eco21 was therefore twofold: how to involve experts directly in the creation of content, while guaranteeing the educational quality of the modules produced?

Why Didask? The promise of creation accessible to experts

It was this promise that first convinced Sophie Schönenberger, then ECO21 Training Manager:

Sophie Schönenberger, Responsable formation SIG Eco21

« La promesse qui faisait que des experts puissent créer du contenu sans avoir de connaissances pédagogiques particulières m'a beaucoup interpellé. Il nous fallait un outil facile à prendre en main, rapide, qui permet de créer du contenu à distance. »

Didask met precisely this need: a guided interface, an educational AI that helps structure the content, and native formats (flashcards, memos, summaries) that integrate good cognitive practices without the designer having to master them.

Deployment: a day of getting started, immediate autonomy

SIG opted for a structured start. A day of support with the Didask teams made it possible to co-build a Toolkit : internal documentation to guide experts in getting started with the tool and creating remote modules.

The result exceeded expectations: all the experts succeeded in creating their first modules independently, without the intervention of the training managers.

Un vrai succès dès le lancement

Pour Sophie Schönenberger, le critère de réussite était simple : les experts devaient pouvoir créer leurs modules seuls. Résultat : 100% d'entre eux y sont parvenus. « Pour nous, c'était un vrai succès. »

The experience of Laetitia Rapin, a photovoltaic expert and project manager, illustrates this accessibility well:

Laetitia Rapin, Chargée de projet SIG Eco21

« En tant que personne qui n'a pas de background de formateur, j'ai rapidement pu créer mes premiers modules Didask. Grâce au toolkit et à une interface que j'ai trouvée très intuitive et très claire. »

Features that made the difference

Three elements particularly impressed the Eco21 SIG teams.

Guided design is the most cited feature. The Didask interface structures the creation process step by step, which compensates for the lack of formal pedagogical training among experts.

Educational AI played a key role in avoiding blank page syndrome. It supports experts in sequencing their training based on their raw content, without them having to master the principles of educational engineering.

The wealth of interactive formats (flashcards, memos, end-of-module summaries) made it possible to make subjects deemed arid attractive: regulations, installation safety, technical standards.

The results: commitment, homogeneity, efficiency

More engaged and effective learners

The introduction of Didask modules transformed the dynamics of sessions. Learners who took the first online module were significantly more likely to engage in the following ones. This trend was immediately visible in the evaluation questionnaires, whose scores improved significantly.

For Laetitia Rapin, the most significant impact is the clarity of the messages transmitted:

Laetitia Rapin, Chargée de projet SIG Eco21

« Les apprenants ne sont plus noyés dans un flux d'informations. Ils ressortent de la partie en ligne avec les messages clés qu'on veut qu'ils enregistrent et qu'ils comprennent. »

A more homogeneous level and enriched face-to-face sessions

On the part of the trainers, the observation is just as positive. Thanks to the upgrade provided by the online modules, participants arrived in person with a common base of knowledge.

Un présentiel enfin libéré du rattrapage

Le niveau des participants est devenu beaucoup plus homogène. Les formateurs ont pu aller plus loin dans les parties en présentiel, sans perdre de temps à remettre à niveau une partie du groupe.

An accelerated process and parallel projects

The organizational impact is also major. By eliminating the knowledge transfer stage between experts and training managers, SIG Eco21 was able to parallelize several projects simultaneously and accelerate its digitalization.

Sophie Schönenberger, Responsable formation SIG Eco21

« Pouvoir directement impliquer nos experts pour qu'ils créent des modules de manière autonome, ça nous permet de paralléliser les projets et d'aller plus vite dans la digitalisation. »

What SIG Eco21 learned from Didask support

Beyond the platform, the SIG Eco21 teams highlight the quality of the monitoring offered by Didask: a good understanding of the needs at the outset, and a constant reactivity of the support throughout the project.

Eric Schmit, Responsable formation SIG Eco21

« Didask, c'est du gain en efficacité. Une solution qui appuie nos experts métiers, qui va vraiment leur permettre d'investir leur formation et d'améliorer la qualité pour l'apprenant. »

Conclusion: what if your experts became your best designers?

The SIG Eco21 case illustrates a reality that is often underestimated: The best course designers are not always pedagogical professionals. Experts are the ones who deal with the subjects on a daily basis, as long as they are given the right tools.

Didask Training allows them to create engaging and effective training courses, without prior educational training, by relying on an AI that automatically structures content according to cognitive science principles.

Sophie Schönenberger, le mot de la fin

« Clairement, je recommande Didask. Choisir cette solution, c'est permettre de gagner du temps et d'impliquer les experts métiers pour créer des formations à distance engageantes, efficaces, et qui répondent aux réels besoins des apprenants. »

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