In Morocco, language teaching is one of the national priorities and it benefits from the support of the competent ministry: In fact, in secondary school, scientific subjects are taught in Arabic. In university, the teaching of science, economics, and law is conducted in French.  This shift from one language to another obviously causes many dropouts among the first year university students and also eventually hinders laureates’ prospects for employability. Since 2009 the number of baccalaureate holders has considerably increased in Morocco.  This led to an overcrowding of the university and has made it difficult to teach languages efficiently given the limited hosting capacity of universities, and the substantial efforts made by the state to remedy the situation remain ineffectual regarding the increasing number of students.

In the academic year 2014/2015, the Ministry of Higher Education, Scientific Research and Managers Training introduced a seventh module called Language and Terminology in the national pedagogical books of standards. This module will be provided both in in-person and online classes via the Moodle platform.

Today, we are witnessing the emergence of blended training. So, how can we conceive this system? Do pedagogical scenarios, integrating TICE (Information and Communication Technology for Education), really meet students’ needs?  In order to meet the needs expressed by these students, an analytical grid has been created to easily evaluate whether a pedagogical scenario exploiting TIC (Information and Communication Technology) takes into account the best possible conditions.

This paper deals with the above mentioned issue by analyzing the online pedagogical scenarios with respect to the platform “FOUL” (French online University Objectives).  The introduction of this platform is motivated, on the one hand, by the availability of online supplementary resources as a complement to the in-person course and, on the other hand, by the personalization of the training and the overcoming of in-person learning constraints (in terms of timetable, classrooms, students’ number) at the level of the faculty.

Key words: pedagogical scenario, platform, mediatization, scenarisation, language teaching.