Abstract:

In France apprenticeship is a way of learning developed in some Universities linking academic curses with learning by doing in companies. The apprenticeship students have salary contracts with companies and receive wages. This work focuses on the question of apprenticeship in French universities in relation to apprenticeship training centers (CFA) and companies where the apprentice completes his internship and the definition of this new learning structure. One of the problems in this structure is the difficulty of making it work effectively through an artifact called the e-learning booklet. This booklet in the new organization should be used as a support tool for the apprentice and will contain all the knowledge and skills acquired, including know-how. This tool is relatively difficult to complete because there are few incentive tools and seems to be more of a constraint when it should be an asset for the entire learning structure. In this work we will discuss the role of lifelong learning process in France and the increased professional integration in relation to the status of apprentices and the behavior of the student-apprentice compared to a classical student. We will discuss, through game theory and mainly Shapley's work, and what would be the value of each of the actors and which could lead to more effective tools to complement this electronic booklet and how to obtain greater value in terms of content that can be analyzed through textometrics and lexicometrics tools that current contents. This tool will contain both the strengths and weaknesses of the student and, above all, how it can be remedied mainly by on-line but also off-line tools, thereby improving the training process and ensuring that this tripartite organization: University - Apprentice - CFA plays its full role as a learning organization.

Keywords:

Apprentiship, online course, text analysis, decision.