Aurélie Albisser

I design training courses, e-learning, blended, and in-person, for organizations, companies, and associations. Pedagogical engineering, visual thinking, cognitive sciences: I never think from a single discipline.

In e-learning, I work with visuals in all their dimensions to support learning: guiding the gaze, prioritizing, and helping to retain information. In person, visual thinking takes over to support reflection and foster collective intelligence. Because I know what captures attention, what makes an idea stick, what the eye understands before words.

My approach combines different angles. Ethnology and sociology taught me not to take a group as neutral data. In special education, I understood that solid content is not enough: it needs an entry point for everyone. Teaching and training is a requirement: everyone must be able to use what they receive.

Learning doesn't happen in a vacuum. Knowledge is addressed to someone, somewhere, with their history. That's why I rely on a method born from these disciplines; structured, but never imposed: I start with the learners, the objectives, the context, and I adjust the approach to what truly matters.

I integrate generative AI into my design to speed things up where it's not needed: rough out, structure, test. The time saved, I dedicate to pedagogical insight, to what makes training impactful.

I also lead Fabrikaa Learning, co-founded with Alice Martin: conversational training via WhatsApp bots, designed to coach rather than distribute content. For audiences that classroom training never reaches: hospitality, customer service, career change. Technology is only valuable if it opens a door for those who were left outside.

If this resonates with a project you're working on, let's talk.

My responsibilities were organized around four main areas. Coordination and monitoring of pedagogical activity. I was responsible for the design of the overall pedagogical framework and coordinated the development of sequences with the trainers. I ensured the quality of the training offer and the robustness of the traceability elements, which led to the E2C Label being awarded in December 2020. I also designed individualized schedules for trainees and planned all pedagogical activities. Management and animation of the pedagogical team. I led team meetings, supported and assisted trainers on a daily basis, and evaluated lead trainers. As the E2C 64 representative for the Competency-Based Approach (APC), I initiated the implementation of cross-functional pedagogical projects and promoted interdisciplinarity within the team. Face-to-face teaching. I continued to design, prepare, and deliver training sessions to trainees, and to implement assessments to validate the acquisition of targeted skills. Partner relations. I was the point of contact for the organization's pedagogical partners, in regular contact with vocational training centers, training centers, and referring partners. This experience consolidated my expertise in managing training programs, leading pedagogical teams, and deeply grounded me in a competency-based approach serving audiences far from traditional training. It continues to inform my pedagogical engineering practice at TimFab, particularly on projects with high inclusion stakes.

Design and delivery of training courses on the theme of "Enhancing your professional image," for adults in integration programs or career changes. These sessions covered the concrete levers of an assertive professional posture: dress codes according to context, non-verbal communication, public speaking, self-awareness and awareness of others, consistency between projected image and personal identity.

Beyond the content, the goal was to create a supportive environment where each participant could work on their relationship with image without judgment, identify their own resources, and regain confidence in their ability to present themselves in a professional setting.