How GIPAL makes video a cross-functional tool for AuRA trainers ?
Merci à
Karine CHOJNACKI
Educational Engineer and Trainer in AI and Digital Tools, Gipal Formation
Karine joined GIPAL more than two years ago. As an educational engineer and trainer in AI and digital tools, she leads the development of educational programs within the organization. As part of France 2030’s MVEB project, in which she played an active role, she spearheaded the acquisition of the Rapidmooc studio and is now overseeing its rollout across various departments and the GRETA Auvergne-Rhône-Alpes network.
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GIPAL (Public Interest Group for Apprenticeship and Training) is a continuing education organization under the supervision of the Lyon Regional Education Authority. Its mission is to support the professional development of trainers and education and training professionals, particularly within the GRETA Auvergne-Rhône-Alpes network. In this capacity, it produces educational resources, leads training design projects, and coordinates initiatives at the regional and even European levels.
As part of France 2030’s MVEB project, GIPAL decided to add video to its range of educational and communication formats. The goal: to make video an additional medium for conveying information and to provide teams with another channel through which to bring their messages to life.
To achieve this, the decision was made to set up a Rapidmooc studio at CAFOC in Villeurbanne, shared by both GIPAL and the GRETA Auvergne-Rhône-Alpes network. This strategic location immediately gives the tool a regional reach.
A new production goal, spearheaded by France 2030
France 2030’s MVEB project marked a turning point in GIPAL’s editorial vision. The challenge was to explore a new medium of expression, driven by a desire to diversify formats: while written educational materials and presentations continue to play a vital role, GIPAL now sought to incorporate video formats, which are better suited to retention and asynchronous delivery.
The next step was to find a system that would allow teams to handle this video production in-house, without having to rely on external support at every turn. The goal was to enable instructional designers, communications staff, and trainers to create their own short videos as needed, while maintaining consistent quality.
A studio at the heart of a shared regional initiative
The Rapidmooc studio has been set up in a soundproof room at CAFOC in Villeurbanne. It is accessible to all GIPAL departments and the GRETA Auvergne-Rhône-Alpes network, a setup that makes it both an internal resource and a shared tool for the entire region.
The studio is currently used to produce:
- educational modules for inter-GRETA training programs
- internal communication videos
- service presentations
- podcasts and voice-overs (making the most of sound quality)
- short-form institutional messaging
The communications department was among the first to adopt the tool. Internal news and department presentations—which had traditionally relied on slide shows—have found a new medium in the studio: one that is more engaging and better suited to the viewing habits of teams spread across multiple locations. The two formats coexist: written materials retain their informational role, while video takes over to bring the message to life.
Video as a Vehicle for Institutional Creativity
What sets GIPAL’s approach apart is the emphasis placed on experimentation. The organization didn’t just use Rapidmooc for traditional educational videos. It explored the full range of possibilities: green screens, teleprompters, and unconventional formats where the contrast between serious commentary and unexpected subtitles creates a memorable effect.
Parmi les usages insolites observés :
- un photomaton vidéo pour les vœux de fin d'année
- podcast recordings that take advantage of the acoustic quality
- dialogue-based filming, “standing-room-only” events, Q&A sessions
- unconventional performances with an educational purpose
These formats are not merely trivial. They reflect a pedagogical conviction: a format that better reinforces the message is more effective than one that simply provides information in a detached manner.
Multi-service adoption, at different paces
The use of the studio has gradually spread throughout GIPAL in an organic way. Several departments have adopted the tool, each according to its own needs:
- the HR department for internal communications
- the communications department for news and presentations
- The Projects Department for More Dynamic Media
- trainers for the educational modules
To support this skill development, dedicated training days were organized: getting started with the teleprompter, script creation, on-camera presence, and studio setup. These sessions helped overcome barriers related to shyness or mistrust regarding video recording. What GIPAL leaders observed: Rapidmooc acts as a catalyst for existing skills. People who are comfortable speaking publicly, such as trainers accustomed to improvisation, find the studio to be a natural setting for self-expression. For others, it is an opportunity to gradually develop a style suited to video communication.
Des bénéfices qui structurent l'appropriation
Au-delà des usages, trois bénéfices structurent la dynamique d’adoption :
Pérennité
les contenus produits sont réutilisables et capitalisables dans la durée
Autonomie
les équipes produisent sans dépendre d'un prestataire ou d'un planning externe
Qualité sonore
constamment soulignée par les utilisateurs, elle ouvre le studio à des usages audio (podcasts, voix off) initialement non anticipés
Des perspectives qui dessinent la suite du déploiement
Le GIPAL est dans une phase d’exploration assumée, avec plusieurs chantiers en cours :
- la mise en place de cafés pédagogiques en direct
- l'intégration systématique du studio dans la boîte à outils des nouveaux projets
- le déploiement de contenus vidéo à l'échelle européenne, dans le cadre de projets transnationaux
La contrainte principale reste logistique : les équipes sont réparties sur plusieurs sites alors que le studio est centralisé à Villeurbanne. Une question que le GIPAL continue d’instruire pour fluidifier les usages.
Ce que le GIPAL retient
Karine CHOJNACKI
Ingénieure pédagogique et formatrice IA et outils numériques, Gipal Formation
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