After analyzing some thirty user interviews with educational managers, trainers, educational engineers and learners, several main points emerged:

• The personalization of training paths is a major factor of innovation for all players in the sector. It fosters the individualization of training paths for greater learning efficiency.
  For learners, it guarantees that they take ownership of the training, and are aware of the requirements, objectives and expectations of the course.
  For the trainer, the ability to adjust training paths will bring comfort, confidence and control over a learner's training path. Many trainers, pedagogical managers and educational engineers also recommend customizing placement tests to suit specific audiences, disabilities and situations.
  In terms of form, the creation of positioning tests with a dematerialized tool is undeniable.
  In line with expectations in this area, having a dashboard with a visualization of key performance indicators (according to user typology) would enable each user to observe their progress or effectiveness, etc.

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• Exchange is one of the key concepts for a successful training program and learner success. Trainers consider a placement test without subsequent support to be counter-productive.
  Several exchange relationships are worth noting:
  Pedagogical engineer with pedagogical managers and trainers / Pedagogical managers with trainers and learners / Trainers with pedagogical managers and learners / Learners with learners, trainers and pedagogical managers.
  The notion of exchange is linked to the notion of support.  The accuracy of a placement test is one of the keys to a learner's success. Exchanges enable learners to feel supported, helped and listened to. In terms of form, an exchange or messaging space per training group or session, level or structure group, seems logical for all stakeholders.

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• For trainers, co-designing resources is one of the best practices to adopt. It encourages the production of high-quality resources. It offers a dual perspective, qualified feedback and benefits learners. To break isolation and work as a team, co-design makes it possible to create and contribute to projects. The lack of time and recognition for trainers is often mentioned. Coordinating exchange and co-design times is an important factor for success.
  In terms of form, the idea is to create a personal, collaborative space where trainers can initiate a project and then propose it for collaboration, or incorporate themselves directly into a collaborative project. Each project must include a road map, defined roles and precise objectives in order to bring co-design to a successful conclusion. Validation of a project would remain the responsibility of a referent, or platform administrator. All these projects will feed into an open, accessible resource library. Resources will be traceable through time and versions.

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• Many trainers would like more recognition for their work, especially when it comes to designing new resources.
  They sometimes feel isolated in their day-to-day work, and many have experienced non-reciprocal exchanges. This platform must embody the solution to these problems, and remain engaging for all contributors: trainers, educational managers and educational engineers.

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• With the multiplicity of digital tools and their sometimes limited mastery, some users can sometimes feel oppressed and overwhelmed. We therefore need to unify all these tools and give learners a genuine personal space. Indeed, learners often use several platforms on which they have documents and resources. For training courses, collaborative spaces are by definition impersonal. It therefore seems essential to design a space where content can be found and accessed on any device (computer, tablet, mobile), and which accompanies the user throughout his or her professional life. In terms of form, this storage space would offer each user an easy-to-use filtering system (by period, training course, type of resource). Folders could be associated with training courses, providing easy access to information and resources.