1. The architecture of a training course
Term | Definition |
A title specific to a given publication, set in Experience customization. It is displayed to that publication's learners, but doesn't modify the source project title. | |
Optional: a chapter groups several modules around a theme inside a project, to give a long training course a higher-level structure. | |
A published version of a project, with its own audience and access settings. A single project can produce several courses for different audiences. | |
A customizable duration for a module that overrides the default value of 10 minutes automatically assigned. | |
A granule (multiple choice, ordering, categorize, matrix, open question, or interactive image) that makes the learner practice. | |
Folder | A feature for grouping and organizing projects within a space. The project list works like a file browser (favorites, tags, sorting, filtering). Deleting a folder doesn't delete the projects inside it, they simply become "unfiled projects." |
The basic unit of a training course: 2 to 5 minutes of content, each targeting a small change in the learner's understanding or behavior. | |
A granule (text, video, image, audio, image analysis) that delivers knowledge, with no exercise attached. | |
An identifier for a course used only in back-office screens (administration, projects, publications) to distinguish it; never visible to learners, who see the course title instead. | |
A set of granules organized around a single instructional objective, 10 to 15 minutes or more. There are 6 module types: e-learning, in-person, corrected assignment, evaluation, take-home assignment, and SCORM. | |
Optional: groups several courses together to build a complete curriculum around a topic or difficulty level. | |
The starting point for building a training course. The project contains the complete training course being designed (usually 1 hour or more of training), including its modules and chapters. | |
The act of making a course or program accessible to learners, and by extension the distributed training itself, the element tracked in statistics. | |
The duration shown to learners, calculated as the sum of the durations of all modules making up the training course. | |
The visual representation of a training course shown on the "Trainings" page, as opposed to the banner, which is a wide header image. |
2. Distributing and granting access to a course
Term | Definition |
An alternative numeric identifier that lets a learner log in directly from the login screen, without going through an email and password. | |
A feature on the Training tab letting an administrator see the learner space exactly as a given group or learner sees it, without leaving their own session. | |
A distribution mode where the training is assigned to specific learners or groups; it automatically appears in their "My assigned training" section, with a start date and a deadline. | |
Reminder emails sent automatically to inactive or incomplete learners (typically at day+2, day+7, then every 15 days), which stop once the training is completed. | |
A learner cohort, a class, a department, a cohort, a business team. Used to distribute content to several people at once without assigning it one by one. A learner can belong to several groups. | |
A publication option that automatically sends an invitation email to learners as soon as distribution starts. | |
A mechanism that keeps a course or module inaccessible until a condition is met. At publication level there are 4 modes (manual lock, progressive unlocking, unlock after a delay, unlock by date); at program level there are 2 modes (manual lock, progressive unlocking). | |
Targeted messages triggered by hand by the trainer, after filtering learners by progress in the publication statistics. | |
A self-service distribution mode: the training is available on the "Training" page and accessible to anyone who wants to take it, without being assigned. | |
A feature accessible from the editor to test a granule, module, publication, or project without affecting statistics or requiring a dedicated account. | |
A program distribution mode where access is restricted to explicitly selected learner groups. | |
An option that can be activated at program level to automatically award a certificate to learners who complete it. | |
A program distribution mode where access is open according to configurable settings, rather than restricted to chosen groups. | |
A distribution mode via a shareable URL, with no mandatory login, useful for reaching an external audience. | |
An account created manually, with a reachable email address and the learner role only, to go through an entire course (including the emails it triggers) before being deactivated. | |
The "Training" tab on the learner side, centralizing everything accessible: assigned training, open-access training, programs, and external links. | |
A platform option that lets you isolate users, groups, projects and publications (useful for a subsidiary, an agency, a business unit). A learner belongs to only one space; admins, authors and coaches can manage several ("multi-space" platform). |
3. The access model: licenses, credits, statuses
Term | Definition |
A single-use access mode, comparable to a movie ticket: consumed when enrolling in a given training course, not reusable. | |
Action of deactivating a user account, regardless of their role. The user will no longer be able to log in to their account. Unlike permanent account deletion, deactivation preserves the learner's progress data. Reactivation is possible. | |
A permanent, irreversible erasure of a user's data, unlike simple deactivation, which keeps it. This requires an explicit request to Didask support. | |
A reusable access mode, comparable to a parking space: assigned to a user who can take as many training courses as they want as long as they have an active status. | |
The successive statuses of a user account: Pending (created but not yet invited), Invitation sent (email received, account not yet activated), Active (registration completed), and Deactivated (access removed but data kept, reactivation possible, the associated license is then freed up). |
4. Roles
Term | Definition |
Manages the platform as a whole: creating spaces, managing users, global statistics, security settings. There are two types: platform admin or space admin (their access differs). | |
Creates and edits training content, manages collaborative projects, configures exercises, evaluations and certificates. | |
Manages learners day to day: enrollments, distribution, tracking statistics, creating groups, invitations and follow-ups. | |
A coach whose scope is limited to one or more specific groups. | |
Anyone taking a training course. | |
Tracks and manages their team's training. Has access to an overview of progress, without an Admin's configuration rights. | |
The extent to which a role applies to a given user: the whole platform, a given training space, or one or several specific groups. | |
A coach whose scope covers an entire training space, with access to all learners and all publications in that space. |
The same person can hold several roles; only the learner role is limited to a single training space.
5. Designing and formatting content
Term | Definition |
Video streaming technology that automatically adjusts quality (1080p to 240p) based on each learner's connection. | |
A purely visual customization image (dashboard, space, project, program) with no impact on how the training works. | |
Trash (bin) | The space where a deleted project is kept for 30 days before permanent deletion, so it can be restored in case of a mistake. |
An action, accessible by hovering over a granule (three-dot menu), for selecting several granules and applying a hide, duplicate, move, or delete in one go. | |
A semi-transparent overlay that can be layered onto a background image to reinforce contrast and readability of the text displayed over it. | |
A formatting element inside a granule (text, image, list, video, audio, image analysis, dialogue, document, embed). | |
A tool that lets you select the portion of a video to keep after a native recording, before adding it to the granule. | |
A feature that automatically adjusts an imported image to the ratio expected by its placement (banner, thumbnail, etc.) at import time. | |
A block for embedding a downloadable file (PDF, Word, CSV...) that can be viewed in one click, with a built-in viewer for PDFs. | |
A field that automatically displays data specific to each learner within the content (first name, last name, email...). | |
A block for displaying, via an embed code or link (iframe), content created with an external tool (video, audio, map, third-party app) directly inside a granule. | |
A personal, unshared list where a user saves preferred images via a star icon. | |
A question/answer card (front/back) that the learner can flip to self-test their memory at the end of a module or chapter. | |
A size setting applied to images (XS, S, M, L) that adjusts their margins and visual footprint within the granule. | |
A block for inserting an image the learner can explore via interactive zoom. | |
An automatic folder grouping all image files manually uploaded, accessible to a space's whole team. | |
A security window that can appear after 15 minutes without interaction while watching a video. | |
A document display mode that lets learners read it directly within the course, without downloading it. | |
Pages framing a course or module (background image, text, trainer, duration...), meant to give meaning before and after learning; a module's introduction page also configures its on-demand resources. | |
Information to remember, shown at the end of a granule or module, that the learner must mark as read before continuing. | |
A formatting option for a block that adjusts its internal arrangement or display mode (for example, integrated viewer or attachment for a document). | |
A block offering several visual layouts (accordion, tabs, timeline, process steps) to structure content dynamically. | |
A concrete action (3 to 5 per module) offered to the learner to put what they just learned into practice in their day-to-day work. | |
A setting, defined at granule level (or by default at project level), that enforces a minimum duration before the learner can continue or have the granule marked as complete. | |
A background image specific to one module, which overrides the project's global background. | |
A feature for recording a video (webcam or screen share) directly from the platform, with no external tool. | |
Reference content (text, images, videos, files, links) accessible at any time during a module via a lightbulb icon, without interrupting progress in the main course. | |
A button in the image picker that instantly replaces the current image with a suggestion matching the granule's content. | |
A setting that changes a block's background color to improve contrast or visually distinguish certain sections. | |
A customizable color palette (configured from Administration > Customization) applied to one or more projects/publications to define their visual identity (correct/incorrect feedback, etc.). | |
A multilingual label attached to a publication to classify training courses and let learners filter the catalog by topic. (Not to be confused with theme colors.) | |
A project configuration section for defining a global background image, applied by default to all modules unless overridden at module level. |
6. Generating content with AI
Term | Definition |
Personalized feedback automatically generated by AI on an exercise (open question, MCQ…), analyzing and replying to the learner's actual answer — rather than displaying static pre-written feedback. | |
A creation mode for a module or project in which the AI automatically builds all the training content, as opposed to manual creation. | |
A feature that analyzes a piece of content's text to automatically suggest matching illustrations, with no manual search required. | |
A creation mode where a module's content (including open questions and expected answers) is generated automatically by AI rather than written manually. | |
A feature that produces a complete first translation of a project into a target language within moments, depending on the contract. | |
A mechanism that automatically turns a video transcript (or a source text) into structured granules, based on a learning objective and a target number of granules. | |
The person (name and avatar) configured to appear on module introduction pages and in exercise feedback. | |
A standard XLIFF exchange mechanism for having a project's text processed by an external translation provider and re-imported into Didask. | |
Manual design mode for a module, granule by granule, with the option to call on AI generation at any point during construction. | |
A module editor feature for producing a first draft of source content from an instruction, before manual refinement by the author. | |
The menu at the top of the project editor for switching between a content's language versions to edit or check it. | |
The primary language in which a course is initially designed, before being adapted into other languages. | |
The reference answer entered by the author when creating an open question; the AI uses it as a basis to evaluate and comment on learners' answers. | |
A distribution mode where one publication includes all of a project's activated languages; the learner picks their language when logging in. | |
A recurring character serving as the through-line of an AI-generated course, reused in dialogues and scenarios. | |
A distribution mode where a separate publication is created per language from the same project, each with its own audience and settings. | |
An AI generation mode that faithfully keeps the source document's structure, suited to expert or sensitive content (legal, compliance). | |
Secondary characters (up to two) reused by the AI to interact with the narrator in a course's scenarios. | |
An option that undoes a change made by the writing assistant and reverts to the text as it was before the AI's intervention. | |
An AI generation mode that freely restructures a source document, ideal for raw notes or dense presentations. | |
An editor state, activated by selecting a target language, that makes all of a project's text editable for manual translation. | |
A theme setting for a course that determines the type of illustrations the AI automatically generates in granules. | |
Within Preserve Mode, guarantees full fidelity to the source text, with no rephrasing. | |
An AI tool (magic-wand icon) integrated into the editor that rephrases, shortens, elaborates, or enriches a text, or drafts a scenario, directly within content blocks. |
7. Exercises and assessment
Term | Definition |
General principle that personalizes each learner's course (learning assistant, placement test, open questions, corrected assignment) according to their level and context. | |
A sign-in sheet signed by learners (and/or coaches) in an in-person module. | |
The status a "Take-home assignment" module switches to once submitted by the learner, signaling it is waiting for the coach's evaluation. | |
An exercise granule where the learner assigns each item to a category. | |
In an interactive image exercise, portions of the image delimited by the author, each set as correct or incorrect and paired with its own feedback. | |
Optional introductory content (text, image, dialogue...) placed before the question of an exercise granule to set the scene. | |
A module where the learner answers a prompt freely, and the AI coach gives individualized feedback based on their own answer rather than a generic correction. | |
A learning-assistant feature that asks personalized questions at the end of a module to check the learner can apply what they just learned. Optional or mandatory, with 3 formats: Flash (2 questions), Standard (5 questions), or In-depth (7 questions). | |
A module type grouping several evaluations to measure learning at a point in a course. Can be set up as a final evaluation (exam-like: no immediate feedback, randomized question order, minimum score required) to close a course or program, or remain an intermediate evaluation during training. | |
An evaluation module configured in exam mode: no immediate feedback, randomized question order, a minimum score required to pass, used to close a course or program. | |
An exercise granule where the learner clicks on zones of an image to get feedback. | |
An exercise granule where the learner checks several correct answers side by side. | |
An exercise granule where the learner picks the best option among several. | |
A configurable passing threshold on an evaluation module; without it, any single attempt is enough to pass, regardless of score. | |
Work in progress (being created), To validate (ready for review), Validated (ready to publish). These statuses are used for internal review and are distinct from the publication statuses: To publish / Broadcasted. | |
A 1-to-5-star rating a learner can leave at the end of a module to say whether they found it useful. | |
An exercise granule where the learner answers freely, in writing. | |
An exercise granule where the learner puts items back in the right order. | |
A start-of-training assessment that automatically validates modules the learner has already mastered, so they are only obligated to take what's useful to them. | |
The status of a module which a learner has validated by responding correctly to the placement test. The learner is no longer obligated to complete this module. It is automatically counted as completed in the statistics. | |
A survey (ratings or free text) offered at the end of a full course to gather detailed feedback on the whole training, not to be confused with module rating, which covers a single module. | |
A preview mode showing only published modules, simulating what the learner will actually see. | |
A preview mode showing all modules regardless of their design status, reserved for the author. | |
A module type where the learner submits a personal production (text, file, image, video, or audio) to be evaluated manually by a coach, with a grade and comments. | |
A button on an evaluation's results page, available if the trainer enabled it, letting learners review question by question their answer, the expected answer, and the explanatory feedback. |
8. Collaboration and review
Term | Definition |
The action of marking a review comment as addressed, which permanently deletes it from the granule. | |
A project type open for editing to all authors in the space. | |
A project type whose access is limited to a list of authors chosen by the owner, suited to small-team work or sensitive content. | |
A feature for exporting a module's or publication's content to Word format, for review or sharing outside the platform. | |
A project type visible and editable only by its creator (admins always retain access), used for ideation or confidential content before sharing. | |
The validation workflow for a training project, tied to a module's design statuses (Work in progress, To validate, Validated). | |
Annotations added directly on a granule in the editor, assignable to an author, to centralize review feedback without an external tool. |
9. Didask AI
Term | Definition |
A setting defined when importing a document, making it either public (accessible to all AI users) or restricted to a given space or group. | |
The number of unique users who have exchanged with the Didask AI at least once over a given period. | |
Available outside training courses, like a permanent companion: learners can ask it questions at any time, drawing on the company's knowledge base. | |
A feature, distinct from the knowledge base, by which the AI Coach retains past exchanges with a user to refine its future answers; viewable and erasable by the user from the Coach's "Memory" tab. | |
A deployment mode where the Learning Assistant switches on immediately across all existing and future training courses. | |
The set of parameters that tailor the AI's answers to the customer's industry and organization; groups together company context, the terminology glossary, and personal context. | |
Labels applied to negatively-rated answers to categorize the issue (wrong answer, too lengthy, off-topic...). | |
The part of the company context describing the organization's name, mission, products, and environment. This is valid for every collaborator. | |
An integration that automatically and daily syncs content from an external collaborative tool (e.g. SharePoint) into the knowledge base. | |
An exchange session between a user and the Didask AI, which can group several successive messages. | |
A different tool from the other AI building blocks: customer support, accessible via the bubble at the bottom right of the screen, reserved for Admins/Authors/Coaches asking about the platform itself. | |
The name of the app that gives access to the AI Coach directly from Slack or Microsoft Teams, without switching tools. | |
The action of integrating a document into the knowledge base so it becomes a source the AI can use. | |
The set of company documents that Didask AI uses to answer, without a fed knowledge base, the AI cannot answer on the organization's specific context. | |
A real-time panel showing which knowledge-base resources are most requested by the AI, with their usage score. | |
The portion of the knowledge base a given user can draw on through the AI, determined by their role and access rights. | |
Available during a training course, to answer questions, rephrase a concept, give business examples, and support the learner granule after granule. | |
A deployment mode where the administrator chooses which projects to activate the Learning Assistant on. | |
Information each learner can provide about their job and role, so the AI can adapt its answers to their profile. | |
A mechanism for directly rating an AI answer as satisfactory or not, feeding the overall satisfaction rate. | |
A badge the AI Coach displays on each of its answers, showing whether the information comes from the knowledge base (available or partial), is missing, or comes from the model's general knowledge. | |
The part of the business context that lists terms specific to the organization (acronyms, words with a specific meaning) so the AI interprets them correctly. | |
A feature reserved for admins to simulate a learner's experience with the AI and check the knowledge scope available to them. | |
The number of times a knowledge-base resource has been used to answer a question. |
10. Tracking statistics and steering
Term | Definition |
In the activity report, two distinct metrics: actual time measures time actually spent connected and active; estimated time adds up the theoretical instructional durations of the assigned content. | |
The measure of time during which a learner is actually interacting with the content, as opposed to simply having the page open. | |
A detailed journal tracing each learner's actual engagement time on every step of their course. | |
A PDF document detailing, module by module, learners' actual use of the training, to justify engagement to funders or during an audit. | |
An official document proving a training was actually completed, with precise dates, intended for funders (OPCO, France Travail) and Qualiopi audits, distinct from the course certificate, which is aimed at the learner. | |
An interruption of activity tracking after 15 minutes of inactivity; tracking resumes at the next interaction. | |
An indicator corresponding to the sum of the estimated durations of all content published on the platform. | |
A global indicator measuring each learner's average individual engagement level. | |
A centralized section grouping the generation and download of course certificates, administrative certificates, and activity reports. | |
An indicator (shown only if the program includes a final evaluation) counting learners who completed it. | |
An export gathering average progression, courses completed, modules completed, and total duration, downloadable as .xlsx. | |
A tab detailing pedagogical performance element by element (granule, module, chapter for a publication; course for a program). | |
A certificate celebrating a learner's success (course title, score obtained), generated automatically at the end of a course or program and handed directly to the learner. | |
An indicator, calculated at granule level, of the percentage of learners who left it without completing it. | |
A log export format organized by folder, for tracking several learners across different training courses. | |
A ZIP export format of activity logs covering every learner of a given training course. | |
A log export format restoring the complete activity history of a single learner. | |
An indicator of the number of learners with open access to the program, whether or not they've started it. | |
A tab presenting a named table with each learner's progress, allowing a targeted export and manual follow-ups to be triggered. | |
Notification types sent to a learner when a locked module or course becomes accessible. | |
A space, accessible from the sidebar, that gathers the platform's in-app alerts (unlocks, end of training, generated documents...). | |
An activity report option that excludes modules completed outside the selected period from the duration calculation. | |
A statistics tab (publication or program) displaying aggregated key indicators and a chart of learners' overall activity. | |
An indicator of the number of learners who have completed at least 50% of the program's modules. | |
A technical signal sent every 30 seconds to check that the learner is still actively engaged on the platform. | |
An indicator of the number of learners with at least one recorded session on the program. | |
A global indicator cumulating the duration actually completed by all of the platform's learners. | |
An indicator counting the distinct number of users logged in and active over a given period. |
11. Administration, security and integrations
Term | Definition |
Additional profile fields, beyond the default ones (first name, last name, email, employer), that an organization can create to collect its own data (employee ID, business unit, country...); their values also appear in exports. | |
A security option that ties each user session to the IP address it was opened from, and automatically logs the user out if that address changes. | |
An additional security mechanism requiring, after the password, a 6-digit code sent by email; configurable by role, not required for SSO logins. | |
An interface that connects Didask to other systems (HRIS, ERP, CRM) via an API key, to create accounts automatically or retrieve usage data. | |
A tool that lets a Didask training course be distributed from an LMS external to Didask, in SCORM format. | |
Login via the company directory (Entra ID/Azure AD, Okta, Google Workspace...) rather than a Didask password, via the SAML 2.0, OIDC, or Ypareo protocols. | |
A site centralizing Didask's technical and compliance documentation (security, certifications, data processing). |
12. The learner space
Term | Definition |
A sequence of flashcards offered at the end of a module, where the learner tries to answer each question mentally before flipping the card and noting whether they knew the answer. | |
A Messages Tab feature for sending the same message to several groups in a single action. | |
An internal messaging space, specific to each group, where learners, coaches, and admins exchange. | |
The learner's personal dashboard, centralizing their assigned training, progress indicators, certificates earned, and validated micro-challenges, with direct access to resume training where they left off. | |
Scroll (to continue) | A button shown at the end of a granule, prompting the learner to scroll down to move on to the next granule. |
A section grouping the learner's training courses as cards, with progress percentage, filters (type, status, assignment type), and search by name. | |
A personal page where the learner manages their information (name, email, avatar, language) and views an activity summary (training minutes, certificates, micro-challenges, completed publications). |
13. Support and resources
Term | Definition |
A dedicated team of Didask advisors. These are customers' go-to contacts for handling complex requests and day-to-day support. | |
An online training course offered by Didask to help you master your own platform, with content adapted to your role. |