Business Requirement

• While firmly believing in the strength of instructor-led trainings to make a meaningful experience for learners, Logical Operations realized the need for sustained learner support that extends beyond the confines of a classroom.
• Continuing re-enforcement in the classroom format has logistical barriers which makes it a cost and time-prohibitive proposition.
• For the professionals of the corporate world, time is a luxury and they want learning as per their convenience and schedules. Today's tech-savvy professionals need a flexible learning platform to provide them with the necessary learning support and multiple learning opportunities anywhere, anytime, and on any device they choose.

Solution implemented

• The delivery of content on the platform's learner interface is designed on the concept of the Windows 8 tile-based interface. This provides a visually attractive and intuitive layout design, which is graphically enhanced and user friendly. The tile interface also kept the UI design clutter-free, allowing for learner-ease with the system.
• The platform has fifteen tiles in all, with six main tiles including the Classroom, eBook, Collaborate, Twitter, LearnTO, and Checklist.
• The Classroom tile provides access to classroom sessions assigned to a learner and allows him or her to 'add a course' as per need and the eBook tile allows the learner to download or print classroom notes and reference materials for supplementary reading.
• The Collaborate tile provides a direct link for the learners to engage with social media forums, wikis, blogs, and discussion boards to create an avenue for collaborative thinking and discussion outside the realm of the classroom. Students can also access Twitter through the application, to talk about their learning experiences and learn from the experiences of others.
• The Checklist tile provides the learner quick access to reference material in a learner-friendly format.
• The learner can also access the LearnTO library from the platform, opening an array of short instructional videos for instant support. The availability of the LearnTO videos in the platform helps the learner derive more out of the learning experience. Keeping the videos short and light, it is made sure that they render well on the mobile platform – creating a strong audio-visual connect with the learner.

Business benefits

• Enabling the student with tools to succeed post-class, LogicalChoice increases learning retention while decreasing the need for class re-takes, overall improving training ROI.
• Tools like Checklists, Collaboration and LearnTO videos have an extra edge of superior learner engagement and deliver well through the mobile platform. They provide instant support, create instant re-enforcement and deliver instant refreshers
• The experience of learning as a whole has been both enriched and enhanced. Learners are more enthusiastic to engage in a technology-enabled solution – which saves their time and effort all the while imparting practical learning for their benefit.

Schneider Electric is actively conscious of its responsibility towards the environment. Even though it falls in the low emission zone—it does not release as much carbon emission as other industrial organizations—it still wished to set an example in the reduction of energy consumption by applying its own solutions. Schneider Electric began by defining its new carbon emission reduction targets for the period 2012-2014:

While Schneider Electric's processes to measure CO2emissions and the efforts to bring out measurable changes were in place, they wanted to convert the information into a format which would find an instant appeal among their employees. G-Cube partnered with Schneider Electric to create an interactive training on "Transportation CO2 Emissions." As a solution provider, G-Cube's main responsibility was to understand the subject, collate information about the harmful effects of CO2 emissions and highlight the organization's initiatives to curb it.

Salient Features of the Solution

• Schneider Electric wanted their training program to be engaging for the learners. They wanted to inculcate a strong connect with the help of real facts and figures to encourage employees to get involved in taking proactive measures to reduce CO2 emissions. Keeping this in mind, G-Cube created a green-initiative course, which was engaging as well as effective. Moving away from a dry and formal approach of content presentation, G-Cube infused the course with graphics, animations and multimedia to invoke a deep sense of responsibility for the environment and a commitment to take accountable measures to curb CO2emissions.
• The user interface is simple and clean – devoid of any elements that might disturb the calm green-and-white background. Navigation is easy and straightforward, keeping in mind that many employees may be new to the concept of self-paced e-learning.
• The Introduction shows the course structure – allowing employees to plan and chart their way through the course.
• A 2D mentor is introduced to 'speak-out' to the employees. Animations, charts and graphs are liberally used, ensuring that even the most complicated topics can be easily explained and retained. All technical tabulated data is converted into charts and graphs, so that the learners can easily assess the environmental changes that have happened over time.
• Extensive use of animations and multimedia ensured that even the most complicated topics could be easily explained and retained.
• Questions were added after every concept taught, to provide the required reinforcement of knowledge gained by the learners. A varied array of questions was created – from simple ‘True or False’ and Multiple Choice questions to the interactive drag-and-drop type. This made sure that the employees were suitably challenged and provoked to think about the knowledge gathered.
• We concluded the course with a comprehensive post-assessment test and certification. While Check-Your-Understanding tests were included at the end of each topic in both the courses, the comprehensive test checked the understanding of the employees with a broader perspective. This strategy ensured that learners go through all the content in the course carefully and get certified in order to work toward Schneider Electric’s goal of meeting 10% reduction in transport CO2 emission.

Solution implemented

• The delivery of content on the platform's learner interface is designed on the concept of the Windows 8 tile-based interface. This provides a visually attractive and intuitive layout design, which is graphically enhanced and user friendly. The tile interface also kept the UI design clutter-free, allowing for learner-ease with the system.
• The platform has fifteen tiles in all, with six main tiles including the Classroom, eBook, Collaborate, Twitter, LearnTO, and Checklist.
• The Classroom tile provides access to classroom sessions assigned to a learner and allows him or her to 'add a course' as per need and the eBook tile allows the learner to download or print classroom notes and reference materials for supplementary reading.
• The Collaborate tile provides a direct link for the learners to engage with social media forums, wikis, blogs, and discussion boards to create an avenue for collaborative thinking and discussion outside the realm of the classroom. Students can also access Twitter through the application, to talk about their learning experiences and learn from the experiences of others.
• The Checklist tile provides the learner quick access to reference material in a learner-friendly format.
• The learner can also access the LearnTO library from the platform, opening an array of short instructional videos for instant support. The availability of the LearnTO videos in the platform helps the learner derive more out of the learning experience. Keeping the videos short and light, it is made sure that they render well on the mobile platform – creating a strong audio-visual connect with the learner.

Benefits

• The e-learning approach enforced the key rules and worldwide standards regarding measurement of CO² in transportation for all stakeholders across the organization. This aided building of a sense of community on the ‘transport carbon’ topic and unified all to work towards minimizing its harmful effects.
• The approach also made relevant information available for all in simple and executable messages all across the length and breadth of Schneider Electric. Global offices, which are spread across different geographies and time-zones, could access the course as per their schedules and gain immediate insight.
• As a direct impact of the course, the employees of Schneider Electric are now more sensitive and concerned about reducing CO2 emission. They are empowered to take informed decisions. As a direct result, Schneider Electric has been able to deduce a 14.8% decrease in CO2 emission in Q4-2012 as opposed to the target of 10% for the period of 2012-2014.

• This achievement is a huge step toward creating a sustainable model for reducing CO2 emissions. Its success is a testimony to the fact that –by understanding the seriousness of the greenhouse gas emissions and charting a sustainable way to reduce the emissions – it is possible to create a cleaner and greener environment for the generations to come.
• The success of the model also proves that the same can be built for a number of organizations and industries. With a proper, impactful channel of knowledge delivery and sustained effort of the people, every organization in the world can work toward reducing harmful emissions and saving the environment. Schneider Electric is now working towards creating similar models for its clients, so as to create a global awareness on the issue of CO2 emissions and create a solution for the same.

Inflammatory Bowel Disease (IBD)is a disease which affects more than a million patients in America – both children and adults. In children and young adults, in addition to the usual symptoms of diarrhea, abdominal pains and stomach ulcers it also adversely affects nutritional and hence, growth. NASPGHAN had prepared a special information booklet for children and adolescents, rich in information on the disease and the treatment options available for them. While the booklet was informative, NASPGHAN realized that it needed to align itself more to the young patients and connect with them to have a perceptible change in their outlook towards the disease.

G-Cube partnered with NASPGHAN to create an interactive course that was simple, profound and informative – that spoke directly to the young audience. NASPGHAN wanted to connect more with their audience, but not by compromising on the depth of information provided. The content was detailed but every detail was necessary for a complete understanding of the disease, its effects and treatment. With that identified as our main objective, we embarked on finding ways to create a course that would include all the necessary details but provide them in a way that is learner-inclusive.

Salient features of the solution

• It was important for us to make our learners comfortable and at ease with their diagnosis. We introduced a ‘buddy’ – Ashley, a 17 year old girl living with IBD. For young patients, peer connect is essential. Ashley is just like any other teenager – vivacious and energetic. She finds instant connect with the audience and they perceive her as ‘one of us’. She affirms that ‘you are an expert on you’ – giving the learner the confidence to face and manage the disease.
• The buddy talks about her condition in simple terms and bears testimony to the fact that it is possible to lead a normal life – beyond the realities of the disease.  She is the one introducing all major topics in the course. The accompanying audio maintains a conversational tone, maintaining an informal approach to instruction.
• Keeping the vast nature of the content the course structure was broken down into 12 modules.  The introduction section laid down the structure of the course for the learner. In addition to information about the disease, details of tests and treatments, ways of managing the disease, maintaining nutritional needs and vaccinations were also given.
• The way ahead was also charted with the help of transition tips to deal with the disease in adulthood and getting the right psychological support to be strong in the face of the disease. In all, it was a ready reference for the learners that would help them dealing with the disease now as well as going ahead in life.
• Navigation between the modules was made simple and easy. The learner could move ahead in the course or skip a section, if he or she perceived the need. This learner-centric approach encouraged the learner to be responsible for their own learning. Newly diagnosed patients could take the course in entirety while patients who have been living with the condition for some years could skip to relevant parts.
• Images and graphics played an important role in cutting down text-content substantially. The complex working of our digestive system was shown by life-like graphics and various inter activities like pop-ups.
• Interactive and printable resources encouraged the leaner to interact more with the content of the course and find better utility of the information shared. For instance, the ‘Office Visit Form’ was shared with the learners. With the help of animations, each field was highlighted and the learner was shown how to fill the complete form. This form was also made printable for the learner. This helped the learner to be better prepared for the next doctors’ visit when he or she could fill it beforehand and save time and effort.  Similarly, a ‘Things-to-do’ form, a ‘Food log’ and a ‘Growth log’ was also shared with the learner to help him or her get involved with dealing with the disease themselves.
• A special section was devoted to dealing with the financial aspect of coping with the disease. This module laid out the types of insurance policies and how they cover the disease. Since the disease would had long-lasting effects well into adulthood and could also necessitate surgery, practical advice and tips to choose the right insurance cover was shared in a simple language – that made sense to the patients as well as their guardians. 
• The psychological need of the patients was also not ignored in the course. Real-life scenarios were shared, with experiences of actual patients and their success stories. Practical advice on work-load at home or school was given, along with the right lifestyle choices that would make coping with the disease easy. Meditation and self-relaxation techniques were also shared for the young learners that would help them deal with stress as well as pain that accompany the disease.  Sound and practical advice on issues- like smoking and alcohol consumption, which are sure to confront young adults, was also shared in a non-intrusive manner.
•  At the end of each module, the learner was given a chance to test their knowledge with the help of a series of tests. Varied types of questions were posed, including True/False, Multiple Choice Questions and so on. A final assessment test was also included at the end of the course, to check the overall understanding of the learner. These tests were scored and helped NASPGHAN understand the impact of the course across the learner group.

Benefits

• The course was made available free of cost on the NASPGHAN website. The website is often frequented by patients suffering from IBD and the course found a steady audience on the website.  Parents and caregivers also frequent this website for the latest medical advances, research and treatment of IBD. They too found the course informative and helpful.
• The progress of every learner through the course was tracked in the course. Popular sections and elements like printable resources were identified. This insight was helpful in creating a better resource pool for the learner. For instance, the ‘Food Journal’ was found to be a popular tool. It was then made available in the resource section of the course and the website – apart from being available on the course.
• Built-in assessments were tracked by our proprietary WiZDOM LMS. In addition to practice questions at the end of each module, a final assessment was presented to the learners and scored. Regular analysis of the number of learners accessing the course and their respective scores gave a clear understanding of how impactful was the course. More and more learners continued to access the course and their success in the final assessment clearly reflected in the success of the course among its intended audience.
• The course also sought to create an update-able database of patients with IBD. An interactive exercise built-in within the course indicated the patients to identify the type of IBD they had. This made a clear demarcation between the two variants of the disease – one that can be treated with clinical medication and the other requiring surgery. This database was indicative of the growth of the disease in terms of its variants and was useful in bringing out the number of patients inflicted with this disease every year.
• The success of the course, as reflected by the ongoing learner assessments, coupled with a growing database of patients became a strong weapon of advocacy for this disease in the corporate and social circles to generate funds. The course was a step – that promised to make way for a greater global awareness of the disease that would help millions of patients of IBD all across the world.

apply that knowledge in the actual work scenario. One of their key responsibilities is to identify good 'Retail Stockists' (RS) in the market and make sure that the association is fruitful for both HUL and the RS. HUL wanted a learning solution that would give the TSOs the opportunity to practice their skills and apply their knowledge in practical scenarios that are part of their everyday work-life.

G-Cube, an end-to-end e-learning solutions provider, conceptualized, created and deployed the business simulation based training 'Retail Stockist Management Simulation' for the TSOs of HUL..

This business simulation, is the first of its kind experience for the sales team at HUL. It created a virtual environment for the sales team, where the team members could hone their skills, compete with each other, learn from their mistakes, and strive to do better the next time! The virtual environment presented them the same situations and challenges that they face in reality. So, though the technology-aided platform was new to them, the familiarity of the setting and the scenario created in their minds the necessary connection with the medium, as well as improved the overall impact of the learning.

Salient features of the Solution

• The Simulation into three separate stages – RS Appointment, Infrastructure Management and Deriving ROI and a sequential approach is adopted in every stage – but a conscious effort is made to keep the outcome independent, as it is in actual situations.
• To create a suitable ‘push’ for learning, we made sure that the learner had to complete one stage to progress to another.
• Every stage has a predetermined score – this is set as the target for the learners. This too creates a suitable ‘push’ for learning and kindles excitement to perform.
• The simulation presents real-life situations to help learners get used to the new medium. For instance, the learner is taken to a fictitious town where a problem is put forth – the current RS has failed to perform and the learner has to take up the responsibility of appointing a new RS. Four prospects are put forth. The learner has to make the right decision and choose the most appropriate RS.
• To help the learner make the right decision, detailed background and job aids like a Document List and virtual calculators are also added.
• A ‘Help’ button is included to assist learners if they take more than the allotted time or make a wrong choice. The ‘Help’ button starts blinking automatically if the learner makes more than 2 wrong decisions or if the allotted time for the activity is getting over. The learner can then choose to get some assistance – but that would mean losing certain points from his or her kitty. This makes sure that the Help button is used sparingly and not as a frequent crutch to get ahead faster.
• Animation are utilized to help learners understand concepts such as the front-end as well as back-end infrastructure in an RS organization. Though the learner is aware of the information, a quick refresher makes sure that he is able to perform better in the activities that follow.
• Case studies are shared – adapted from real-life situations that the TSOs often face in the market. Points are given for correct responses and deducted for incorrect ones.
• To help the learner achieve target points,additional bonus rounds are added in the first two stages. If the learner fails to achieve the target points, he or she has to perform the activity specified in the round to move to the next stage.
• Feedback is provided at the end of all activities – across the three stages of the Simulation. The feedback is descriptive, explaining why the response is or isn’t correct. This increases the learner’s knowledge as well as aids understanding of the concepts in detail.
• At the end of the Simulation, the learner is provided a certificate that adds to the feeling of achievement. An actual takeaway from the experience is the added incentive to motivate the learner – to score well and learn more.

Business Benefits

• With familiar scenarios and case studies, the unfamiliarity of the medium was diminished. Navigation and controls were also kept simple for ease of use. This increased the learning uptake among the users. Learners from remote localities logged on to experience the Simulation and be a part of the learning initiative. For a learning game that is not mandatory, the Simulation got a tremendous response from the learners – in the time-period of just two months from its launch.
• The learner is free to take the course as many times that he or she wants. So, if the score at the end of the first attempt is not satisfactory, the learner can re-attempt and score better. This builds the competitive learner. Learners can try multiple times to get the maximum scores.
• The certificate at the end of the course is another ‘push’ to complete the Simulation well.
• The Simulation follows a ‘forced learning’ strategy, where the learners have to score a necessary minimum to get ahead to the next level. This makes sure that even the most reluctant learners give it their best – not only to perform well, but also to practice and learn.
• The Simulation also gives supp ort and help to the Learners – as and when they need. This makes sure they do not feel overwhelmed but are encouraged to perform. The job-aids included in the Simulation are familiar to the learners – adding to the ‘reality’ of the scenario presented and improving learner experience.

Business Requirement The pharmaceutical industry is bound by many regulations and norms – national as well as inter- national. Each employee has to be trained on the latest regulations governing the industry, and this is a continuous process. Strides Arcolab wanted a system that would automate this training for its 4,500 employees in 9 Manufacturing plants across India.

At Strides, in addition to compliance training, various external and internal SOP (standard operating processes) trainings need to be conducted from time to time. The company had a Document Management System in place, which made the required learning content available to the learners from time to time. But it was becoming increasingly difficult to keep track of learner progress and align to the process of perennial re-training as and when the processes changed. This problem was accentuated by the presence of different sections and job roles within the organization, which had contrasting learning needs.

In addition to e-learning, the company wanted to continue a channel of classroom training – and wanted a system that could manage the classroom sessions and collate the learner data as per each session.

Lastly, though the organization was eager to adopt technology-aided learning, they had to make sure that any new IT system within the organization had to comply with the required validations as per the industry norms.

Solution Implemented G-Cube implemented WiZDOM LMS for Strides Arcolab, providing a cost-effective and customized solution for their needs. WiZDOM LMS was able to provide a robust platform to cater to the perennial learning needs of the users.

Our solution included the following key features:

• We made sure that WiZDOM LMS was complaint with 21 CFR Part 11 and IQ/OQ/PQ validations, so that it could be seamlessly integrated into the organization. This made sure that the technology platform was following the necessary norms of the industry and could be utilized across the organization for continuous training.
• The vibrant and visually-attractive user interface and easy navigation of WiZDOM LMS allowed learners, many of them first-time users of e-learning, to be at ease with the system and learn seamlessly.
• Compliance courses were uploaded for all employees, and the re-certification cycle was automated by setting the required timelines within which the learner needed to re-take a particular course.
• The LMS was connected with the existing Document Management System. It was able to automatically detect any changes in the existing SOP trainings and pull the course up for re-training purposes.
• Job roles were mapped with all trainings that were mandatory for an employee. As and when a course was changed or revised, all employees were automatically pulled up for re-training, as per their specific job roles within the organization.
• Classroom sessions were managed by WiZDOM LMS, and scanned copies of classroom attendance and test responses could be uploaded on the system. This kept track on the number of classroom sessions attended and the marks scored by an employee, and it was possible to generate user data for a quick review of the learner's training activities – both within the system and outside it.

Business Benefits Strides Arcolab derived many business benefits from this system.

• WiZDOM LMS automated the entire training and re-training cycle for compliance courses as well as all other SOP trainings that the employees had to take.
• Any revisions or changes in the course content were automatically detected and the need for retraining was notified to ensure that entire workforce was trained as per the requirements of the industry.
• User data management was streamlined – including data from classroom trainings. Reports were generated as per the needs of the managers to comply with ‘Proof-of-Training’ requirements.
• Though the training platform was new, the easy navigation and visually-appealing user interface of WiZDOM LMS made change management smooth and hassle-free for the client.
• The LMS was also implemented across offices in Europe. The interface was localized for different regions to align well to the needs and learning preferences of learners across the globe.

The doctor and his team realized that most couples visiting their website or even consulting with the doctors, needed to grasp the concept of IVF and that takes time. They wanted an online learning solution that would be available to their patients and their families at all times, explaining in simple terms what IVF is all about. For modern couples, who lead busy lives but are technology-savvy, e-learning seemed to be the perfect solution.

Dr. Malpani's Clinic launched an interactive social learning website with the purpose of creating a well-rounded awareness on IVF. G-Cube, with its extensive experience in the field of e-learning, has collaborated with Dr. Malpani and his team to build an engaging and informative e-course on IVF and other assisted reproduction treatments.

G-Cube developed an interactive learning module for them, the first ever e-learning course on IVF in India. The course aimed at educating couples who were considering IVF as an option. Built with attractive graphics and recurring human figures, the highlight of the course was that it was able to insert the element of conversation and use that as the learning tool. The learner was not given a didactic discourse only the benefits of IVF but taken on a three-part interactive module explaining 'when is IVF done', 'what is IVF' and 'how is IVF done'. This approach of creating a background for IVF before getting into the details was successful in imparting information as well as getting the learner comfortable with the idea.

The course was put up on the clinic's website, where patients search of information. The structure of the website is interactive, with a separate section for questions to the doctor, online consultation, blog and a rich article section. The patients are encouraged to become a part of the community and actively participate in various social activities of the website including sharing forums and games. The patients can also read-up and gain knowledge. For this informal reading material like small booklets and comics are available. The IVF course is part of the informal knowledge repository, which the patients can read for gaining insight into IVF. The course was made part of the social activity on the website, to instill in them the feeling that they are not alone and there is a solution to the condition of infertility.

Salient features of the Solution

• Considering the sensitive nature of the course, the first concern for G-Cube as developers was that the language, tone and graphics should all converge to make the learner at ease and comfortable.
• Audio played an important role in the course and voice-overs run through the entire duration of the course. In addition to text, it gave the course a much needed ‘human touch’. The inclusion of male as well as female voice kept in mind that learners of both genders should feel comfortable with the course. Though the option of muting the audio feature was kept open, it made a significant contribution in reaching out to the intended audience.
• The course provided a background for IVF and helps patients understand if that is the best option for them. Click-able extras- like infertility chart and information booklets give the option of reading more, if the learners chose to.
• The second and third modules are information heavy and extra care was taken to make sure that the learners did not have an information overload. Frequent summarization and charts are included from time to time to make sure that information is made available in simple language and in a way that laymen can understand.
• Short videos are also included to impact the learners visually and explain by demonstration. This made understanding complex scientific procedures simple. For easy viewing, streaming the video was made possible. This helped in retaining the high-end graphics of the video, which due to their size, made the course very heavy. With the streaming option, the viewers could watch the video as it was being downloaded.
• Practical aspects like costs and expenses are also tabulated along the course. A special section on common myths and misconceptions is given to counter the innumerable fears concerning IVF.
• An infertile couple is also under tremendous pressure – emotionally as well as socially. In addition to providing information, the course also provides support for infertile couples to deal with the pressures of infertility. A special section suggests coping mechanisms to counter uncertainty and doubt that often accompany infertility.

Business Benefits

• With the launch of the e-course, couples can now read up and prepare before the actual consultation. Practical aspects like costs and time can also be read. This creates a basic knowledge base, on which the doctor can further build on. It also forges a strong doctor-patient relationship which is necessary to embark upon the route of IVF.
• Social pressures regarding IVF often bog-down infertile couples. This in turn, affects the decision-making time for them. The website provides the basics of IVF, in a nutshell, along with comprehensive lists on myths, misconceptions and the risks of IVF. Reading up on the basics, along with family and fellow decision-makers helps the couple decide quicker. This saves precious time, which can now be spent better in charting out further course of action.
• In addition to a rich knowledge repository, the website is also fast becoming a resource-center that patients often re-visit to refresh, gain new insights or just interact and share experiences. Out of all visits in a month, about 73% are new visitors while the rest of 27% are repeat visitors.Since the IVF course can be read free of cost, visitors often refresh what they have read before.
• The immersive nature of the course content makes sure that it holds the attention of the learner anytime that he or she accesses the content. The course is built in such a way that the learner has the option to choose from its modular structure the part of the course that he or she wants to read again. This provides a sense of control to the learner, and encourages repeat visits to the course – as and when necessary.

AVANA realized that the program needed to be technology-enabled, keeping in mind the audience profile and the need for just-in-time delivery. They approached G-Cube to develop a solution that would present the audience with a unique learning experience and help them excel in their area of work.

The program aimed to enhance the capacity of the tourism industry to understand and service the Chinese traveler better. By increasing their capabilities, they would truly become 'China Ready' and successfully become a true asset to their country. While AVANA provided content, G-Cube provided the technology expertise to build the program in a way that would suit the tourism sector best. We understood that the audience would be frequently away from their desks and will need to access the courses through different devices, as per their convenience at that time. To increase accessibility and deliver just-in-time learning, we developed the web-based courses to ensure that they are compatible with all major devices – desktops, laptops and mobile devices. The courses can be accessed on all desktops and laptops that have Windows 7 and later operating systems and for all Android (4.0.4) devices. The courses are web-based and the minimum browser compatibility is IE9. However, the highlight of the program is the uniform user-experience it provides with the help of the latest in technology. The courses are developed with Responsive Web Design (RWD) – making every course Web Responsive. This ensures that course automatically re-sizes itself and adjusts to the capabilities of the viewing device. This unique feature successfully delivers uniform user experience and, hence, ensures fruitful learning.

Salient features of the Solution

• The ‘Welcoming Chinese Visitors’ program is developed using HTML 5 and has an intuitive and user-friendly RWD. The courses are made available on all popular user-devices. The RWD creates an optimal viewing experience along with easy reading and navigation. It also ensures minimum resizing, panning, and scrolling – so that content is not only available on multiple devices but is altered to suit the screen size and other device capabilities like available bandwidth, screen resolution and so on. There is no need to create or maintain multiple versions of the same courses. The learning experience is strong and effective on any device that the user chooses – be it desktop monitors, or mobile devices.
• The courses are also SCORM and Tin Can API compliant, providing pertinent user data at all times – irrespective of the device choice of the user. This ensures a closer look into learners’ progress. It also enables custom reporting and analysis – all at the click of a button.
• We also took into consideration that in order to reach out to the learner effectively, the courses had to be interactive and visually appealing to the learner. All this needed to be accomplished within strict timelines. We utilized HTML templates while developing the courses that would render well on multiple devices. This ensured that the courses had a visually appealing and standardized look. It also gave us the opportunity to direct more efforts towards developing other elements within the courses in order to create a greater appeal for the learner.
• The courses are built with easy navigation and ease-of-use as high priorities. On-screen text is kept minimum and advanced functionalities are built in to highlight images and graphics. In addition, the web-responsive device also supports this design by maintaining uniformity of viewing and reading experience.
• The course is also built with a horizontal gallery structure that befits all devices – especially smaller screen sizes. This provides a better viewing experience for the user and he can better navigate through the course – choosing to go ahead or go back as per the requirement.
• For further viewing ease, ‘flip cards’ are developed within the course. The viewer is not taken to a different page for smaller descriptions but can just click on relevant images and read short descriptions on the cards. These cards successfully decrease on-screen text and make the user experience hassle-free.
• Videos are a prominent feature within the program. Taking into consideration that the video element renders well on the mobile platform, we included a number of video snippets to make the courses interesting. As per the users’ choice, videos can be viewed within the window as well as on the full screen. The size and resolution remains uniform across all devices.
• Audio also plays an important role in the course and makes it fit for a strong mobile delivery. Even when reading is not an option, the learner has the choice to listen to the course and learn. The learner, however, has the choice to turn off the audio, as per his ease.
• The courses use various strategies for learner reinforcement and practice. These include multiple true and false, multiple choice, and so on. These assessments can be accessed through multiple devices, giving the user the choice to learn and assess whenever he perceives the need. The scores and progress are automatically synched and the learner can pick up from where he left.

Business Benefits

• Through the option of mobile delivery, the program achieves this business objective by reaching Australian tourism operators located across the wide spread of the country – even in the remotest of locations.
• We also made sure that a variety of mobile devices are made compatible for delivery of content – including smartphones as well as tablets. This opens more options for accessibility and helps increase its reach even more.
• With RWD, the delivery of the content is uniform across all devices. This ensures that the impact of learning is also uniform, irrespective of the user device. It also adds value to the program, as learners across the country can learn from the same course and enjoy the same experience. This ensures that the knowledge spread is uniform and so is its expected application.
• Businesses that have completed the program have found that the information is easily implemented and integrated into their existing business models.
• The benefits of the implementation are already being witnessed through an increased inflow of Chinese tourists coming to their establishments.
• Another benefit is clearly reflected in the increase of positive feedback from Chinese tourists after they have experienced the business.
• With continued flow of ready information, the tourism industry as a whole will steadily get better equipped to cater to Chinese tourists.

DBS Bank, a client of ours, was facing a similar situation and wanted an effective training program that would reach out to new recruits all over India. G-Cube created an innovative training program for them which aimed at reaching out to learners in an interactive manner. Moving away from a traditional instructor-led classroom approach, the training was infused with animation, audio and video which enabled the learner to retain information in a self-paced manner.

The training was based on the theme of 'travel'. A mentor introduces the learner to the organization's background and beliefs – moving on to India specific details of structure and policy. Rich media elements like attractive graphics, organizational video clips and accompanying audio voice-overs ensured that the training infused a sense of belonging for the new recruit. It also kept alive the basic instructional nature of training with the help of accompanying quizzes and games to check learner progress from time to time.

Salient features of the Solution

• It was important to create an interest in the course right from the beginning and sustain it throughout the entirety of the course. A mentor was introduced in a travel theme, creating a personal connect with the learner.
• Further breathing life into the mentor was a 3D element, which was made available in all the introductory screens. The learner was provided with a toggle option of switching between 2D and 3D for specific slides. Though the colour red was chosen to be predominant throughout the course, it did not work for highlighting the 3D feature. This hitch was overcome by converting the navigating bars into green in for 3D option, while the rest of the text remains unchanged.
• For the purpose of imparting information, textual content was kept crisp and presented in bulleted form. A conscious effort was made to introduce audio before or after textual content – so that the learner is able to concentrate on text and retain the information without any distractions.
• A maze structure was constructed in the course, through which the learner travels. At suitable intervals quizzes were presented to garner learner evaluation and the learner had to answer at least 80% of the questions correct in order to proceed further in the course. This provided suitable evaluation metrics as well as a sense of achievement for the learner.
• Videos are included to make the course more appealing. For instance, a video of CEO of DBS India welcoming the learners is shown in this module. This provides an instant connection for new recruits. To further strengthen this connection, a video of employees sharing their experience of working with DBS is also included.
• The course concludes with the assessment, which has a passing percentage. The questions in the assessment are simple recapture of information covered. A certificate generated at the end on the basis of successful completion is personalized with the employee details captured at the start of the course. This can be printed by the learner for personal pin-up. If the learner hasn't performed well, then he/she is given an option to retake the course.

Business Benefits

• The main objective behind creating this course was to increase the reach of training, while retaining effectiveness. New recruits across India were trained with the help of this course, but the online platform made it all possible without the logistical barriers of travel and conflicting schedules. This providing time and cost savings for the client.
• It is imperative that induction trainings provide the same kind of support and knowledge to all new employees, irrespective of their role or designation in the organizational structure. This turn, ensures that the employee is able to learn about the organization and feels connected to it. In the absence of different instructors for different learner groups, the course also provided the assurance of uniformity in how the training was conducted across offices in different locations.
• DBS Bank traditionally conducted inductions spread out to 7 days, and felt that many learners lost interest on the way. The crisp nature of content and innovative delivery medium reduced the length of the course to about 1.5 learning hours. Suitable relief was provided with interactive audio-visuals from time to time and attractive graphics made sure that the visual appeal of the training does not let any tedium set in.
• Not only the client, but the learners also asserted that the course was indeed very impactful. Learner feedback from the course on course content as well as delivery was very positive - indicative that the course was able to achieve the results that it sought.
• The employees felt a greater connect with the organization and the values it inculcated. In addition to skills required for the job, this connect is as important and factors greatly in individual success.
• The employee was more aware – knowing the geographical spread of the organization helped them to realize organizational goals better and align their individual goals accordingly
• The course provided clear indicators on learner progress and retention. This not only helped to boost the confidence of the learner but their superiors as well, who were assured that the new employee was starting work with appropriate knowledge of the organization and its expectations out of him or her
• With the success that this course has achieved in India, DBS is also planning to spread out the scope of this course to international offices as well. With suitable localization of content and medium, DBS wants to conduct induction program in all their offices across the world, in the same interactive manner.

Salient features of the Solution The client created a quiz-based game that aimed to train corporate learners on ethics and regulations of the workplace. In particular, the issue of Bribery had to be dealt with, making sure that learners are equipped to handle it at work.

The client wanted to experiment with just-in-time learning by providing key information to the learners just before the quiz, so the learners can not only retain the knowledge but also performs better in the quiz.

After several rounds of consulting, it was decided to deliver a short learning nugget on the Anti-Bribery laws of the country, so that the learners can score better in the game and are compliant with the laws of Anti-Bribery as well. Since the purpose of the nugget was only to provide information in a short duration, it was decided to deliver the learning via a short Video or an animation.

The video had to be created within a stipulated time and budget. As a subject, Anti-Bribery Laws is solemn because it deals with serious consequences. It was also important to consider the seriousness of the issue and handle it tactfully. The video had to present legal information in a way that did not seem tedious or complicated.

Solution Created G-Cube, with more than a decade of experience in the e-learning industry, suggested client to develop a whiteboardanimationvideo as these animations have proved their effectiveness in 'showing' the learner an idea or concept through a series of live drawings.

The key features of video solution are:

• The video is created with easily identifiable characters with whom the learners find an instant connection. The protagonist of the video is Dave - a young corporate employee, ambitious and upwardly mobile. But he, like any young employee, lacks confidence in the face of new responsibilities and sometimes gets overwhelmed by them. By creating such a characterand a scenario, we were able to create a certain amount of empathy in the learners because they could identify with Dave and the situation he found himself in.
• The content is infused with humor and light-hearted camaraderie that often exists in working relations between employees. Humor is also introduced to make the characters real – with real fears and real lives. This provides relief for the learners as well as 'humanizes' the characters, so that the learners can further identify with them and thus learn more.
• The imagery plays a strong role in imparting relevant information, with apt visual clues. Since there is very little on-screen text, the images help the learners to develop visual memory, which is a strong catalyst for assimilation of long-term knowledge.
• An audio voice over forms the backbone of the video and explains the scenarios and concepts to the learner. The tone is non-authoritative – the narrative style helps to make the learners at ease with the content.

SBusiness Benefits There were many business benefits that the client was able to derive out of the video solution.

• The production budget of a good video is always on the higher side. With whiteboard animation, we were able to create images using hand-drawn graphics and then utilized suitable graphics software to convert them into required format – all within stipulated budgets.
• In the absence of real people or places, the animated video was devoid of all racial or cultural bias – and hence suitable for all audiences alike.
• With a tight balance of information and imagery, we were able to impart learning under 9 minutes. This made sure that the video was impactful yet more palatable for the learner.
• The infusion of animation videos and games is a novel concept that increased the impact of learning on the whole. The learners were more aware of the Anti-Bribery laws of the land as well as the practical implications of them at the workplace. This created a better working environment for all – devoid of the evil of Bribery.