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CREATING DIGITAL AWARENESS WITH INTERACTIVE VIDEOPwC Digital Learning

Sharon Vipond, PhD

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Written by: Sharon Vipond, PhD

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TABLE OF CONTENTS

WHAT’S IN THIS CASE STUDY? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

OVERVIEW . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

A Culture of People Investment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

BACKGROUND . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Business Challenges. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

People Challenges . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Millennials as Digital Consumers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

The Importance of Digital Presence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

VIDEO LEARNING CONTEXT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Creating Linear Video . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Comparing Linear Video to Interactive Video . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

PARTNERSHIP APPROACH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

The Electric Factory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Rapt Media . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

SOLUTION OVERVIEW . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Video Learning Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Characters and Storytelling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Story Segments and Learning Journey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

RESULTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

LESSONS LEARNED . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

CONCLUSION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Looking Ahead . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Interactive Video and Hybrid Digital Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

RESOURCES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

The eLearning Guild . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Additional Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

ABOUT THE AUTHOR . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

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WHAT’S IN THIS CASE STUDY?

“Now a new phase is unfolding at these [corporate learning] organizations,

which must grapple with tools and platforms that facilitate knowledge sharing and

employee interactions on an almost limitless scale, challenging—and sometimes

appearing to sweep away—the old brick-and-mortar model [of learning].”

—Richard Benson-Armer, Arne Gast, and Nick van Dam,

“Learning at the speed of business”

Karel Dörner and David Edelman, writing for McKinsey Quarterly in 2015, asked: “What does ‘digital’

really mean?” They answer by asserting, “We believe digital should be seen less as a thing and more

[as] a way of doing things.” According to these authors, this concept of “digital” encompasses three

processes: “Creating value at the new frontiers of the business world, creating value in the processes

that execute a vision of customer experiences, and building foundational capabilities that support

the entire structure.”1

In this case study, we describe how a cross-functional team at PwC, a global professional

services network, used interactive video to support a learning and marketing program for digital

transformation. PwC is driving digital transformation through a combination of business, experience,

and technology (also known as the BXT method). This program, Enhancing Digital Capability, forms

an overarching framework that encourages learners to move from digital “awareness” to “fluency”

and, ultimately, to “expertise.”

The interactive video initiative described in this case study is called Digital Awareness, and it

exemplifies the “vision of customer experiences” and the “foundational capabilities” that Dörner and

Edelman see as essential for today’s digital world. As we will see in the following, Digital Awareness

focuses much of its design and messaging content on appealing to the needs and interests of

today’s workforce.

1Dörner and Edelman, “What ‘digital’ really means.”

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In this case study, you will learn:

z Why investment in people, continuous learning, and worker recruitment are critical business

challenges for today’s professional services firms

z Why it is critically important for professional services firms to demonstrate digital presence,

and why today’s job applicants have a negative view of employers who are not seen as digitally

relevant or leading the digital transformation

z How the PwC team leveraged the firm’s solid experience with linear learning video to

successfully launch its first interactive video initiative

z About the key differences between traditional (linear static and linear dynamic) video and

today’s use of interactive video, as described in this case study

z Why engaging characters, compelling stories and storytelling, and interactivity are essential

elements of a successful learning video

z How instructional designers and video learning practitioners can apply the lessons learned from

this case study to their own interactive video initiatives

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OVERVIEW

PwC is a global professional services network of firms with headquarters in London, United

Kingdom.2 It is one of the largest professional services networks in the world, with over 223,000

employees in 743 locations within 157 countries.

The network offers a wide range of industry-focused services for public and

private clients that include audit and assurance, consulting, cybersecurity and

privacy, people and organization, and tax services. PwC was created in 1998 by

the merger of two firms—Price Waterhouse and Coopers & Lybrand—each with

historical roots going back more than 150 years.

In the United States, PwC is headquartered in New York and operates as a

subsidiary of PwC International Limited. The remainder of this case study describes an interactive

video solution created by a collaboration of various groups (hereafter the “digital learning team”)

around the world, including US Learning and Development, Global Consulting Learning and

Development, Global Digital Learning and Human Capital, and PwC Digital Services.

A Culture of People Investment

One of the cornerstones of PwC’s culture is its commitment to professional development. In

specific terms, this means providing all employees with “enriching professional experiences,

everyday coaching, timely and productive feedback, and high-quality learning and development

opportunities.”3 This commitment is further explained on the firm’s website:

We emphasize the importance of real-time development at PwC so our people continually

improve their professional skills and enhance their personal brand. We also offer a wide

variety of training and developmental opportunities so our people stay relevant in the

marketplace and build their credentials and experiences.4

2“Professional services include a range of different occupations [that] provide support to businesses of all sizes and in all sectors. People working in professional services provide specialist advice to their clients. This includes things like providing tax advice, supporting a company with accounting, or providing business advice. The kinds of services provided mean that the professional services sector helps to improve productivity and growth across the economy.” Source: PwC, “What are professional services?”

3PwC, “Our professionals are the difference.”

4Ibid.

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BACKGROUND

Business Challenges

Why is all of this attention paid to “people investment,” and why is it such a critical business

challenge for professional services firms? In a word: competition.

Sue Lam, blogging for the organization Great Place to Work, has observed:

In today’s volatile and data-driven economy, employee knowledge is a hot commodity.

Organizations need the best and brightest employees to maintain their competitive

advantage. Though this trend affects all industries, this is even more significant in

professional services, where they offer clients knowledge and consulting services. The

professional services industry understands that in order to attract and keep the best talent,

they must invest in their people.5

Lam goes on to report that professional services organizations—perhaps as a response to this

competition—tend to dominate Fortune magazine’s list of “100 Best Companies to Work For” in the

US, which is produced annually by Great Place to Work. In fact, professional services firms earn high

rankings because they tend to have organizational cultures with the following attractive attributes:6

z Respecting their employees as professionals

z Offering exceptional training and development to employees

z Believing that their leaders are competent, ethical, and communicate a clear vision

z Having a strong sense of teamwork

Given the industry’s track record of success, it is not surprising to note that PwC now ranks No. 23

on the 2017 Fortune “100 Best” list (moving up from No. 53 last year and No. 74 in 2015). As the

magazine reported in its 2016 list:

Employees rave about [PwC’s] flexible scheduling program: one mother of three was

recently made partner while working part-time. To help new moms and dads cope with

their transition, PwC has just started offering them 30 days of paid parental leave. For

interns who have secured full-time offers from PwC, they are welcomed to the company at

a launch event at Disney World theme parks, where they compete in fun challenges like a

puzzle game called Pirate Pursuit. Meanwhile, PwC also challenges staff members in unique

ways. They’ve encouraged employees to think deeply about diversity, with training on

topics like hidden biases and [a] thought-provoking “PwC Talks” series, which encourages

employees to “get comfortable with being uncomfortable.”7

5Lam, “How the Professional Services Industry Makes the Fortune 100 Best Companies List.”

6Excerpted from Lam.

7Fortune, “100 Best Companies to Work For.”

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PwC was also ranked as the world’s second most attractive employer for business students in 2015,

and the firm recently partnered with the United Nations to promote gender equality around the

world through the HeForShe initiative.

Agnès Hussherr, PwC’s global human capital leader, states, “Our people are at the heart of

everything we do.” She goes on to say, “The real story is about our people and how we work

tirelessly to enhance their experience and development, both personal and professional. To get

this right, it’s critical we listen to them to make sure our initiatives and actions are meaningful and

relevant.”

People Challenges

In response to these business challenges, professional services firms are evolving to meet the

changing needs of their clients and the job requirements of the emerging global workforce. These

firms must not only compete for the best and brightest talent, but also confront the fact that

communication channels and development approaches for attracting and retaining high-quality

talent are also transforming. The world is now digital, and employers are facing the reality of

recruiting a workforce that has deep familiarity with technology and responds best to employers

that demonstrate digital relevance.8

Matthew Murray, digital learning leader for PwC’s US Learning and Development Group, says one of

his most critical “people challenges” focuses on the needs of the modern worker:

With a large, tech-savvy, and client-focused population, we must provide learning that

is engaging and modular. Our staff expect learning to be high-quality, easily accessible,

and comparable to what they experience in their daily life. We need to provide greater

awareness of PwC’s breadth of services and digital capabilities so that our staff can have

stronger conversations with clients. As part of our commitment to attract and retain top

talent, we have to demonstrate that PwC is digitally advanced and is providing learning in a

forward-thinking way.

Let’s look at several key reasons why the ability to demonstrate digital presence is essential for

successfully attracting, training, and retaining today’s high-performance talent.

Note: Many industry analysts use digital relevance and digital presence as essentially

interchangeable terms. In this case study, we will use digital presence, while acknowledging that

other analysts—such as Ardith Albee (see Resources)—prefer the term relevance.

8Digital relevance refers to the increasing need to create digital content that has genuine meaning and relevance for your intended audience. For example, see: Albee, Digital Relevance: Developing Marketing Content and Strategies that Drive Results.

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Millennials as Digital Consumers

There is an increasingly large body of research and opinion on the characteristics of Millennials

as digital consumers and digital learners. (See the Resources section of this case study for recent

publications on this subject.) Rather than review that body of literature, let’s summarize what we

know about Millennials as digital consumers.

Setting the stage: According to a Pew Research Center analysis of 2015 US Census Bureau data,

Millennials (estimated at 75.4 million individuals in 2015) have surpassed Baby Boomers (74.9

million) as the nation’s largest living generation (Figure 1).9

Source: Pew Research Center, 2016

Figure 1: Projected population by generation

In a blog post, the digital marketing group FlashStock identifies six characteristics of digital

marketing content that have proved effective in marketing ideas and products to Millennial

consumers. FlashStock CEO Grant Munro writes that digital materials should be relevant,

educational, entertaining, authentic, cutting-edge, and socially responsible.10

In fact, interactive learning video is particularly relevant to the “cutting-edge” characteristic,

appealing to early adopters of new technologies and thus, uniquely suited to employers who

present a positive and effective digital presence.

9Pew Research Center defined Millennials as people aged 18 – 34 and Baby Boomers as those aged 51 – 69 in 2015.

10Munro, “6 Types of Content to Win Over Millennials.”

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The Importance of Digital Presence

Creating cutting-edge interactive video that appealed to internal staff was a key requirement for

PwC’s Enhancing Digital Capability project team. Fortunately, the team was able to leverage an

already strong digital presence and use this to their advantage.

How important is having a digital presence? According to Tom Cochran, writing in Entrepreneur

magazine, “If you don’t have a digital presence today, you don’t exist.”11 Furthermore, as Sarah K.

White observes in CIO, “If your business is lacking in digital presence, Millennials might be wary

about applying. It could imply that the business is behind the times or unwilling to evolve.”12

The digital marketing group webSURGE defines digital presence as “simply how your business

appears online” and notes, “Your digital presence is your online reputation.” The group goes on to

say that a positive digital presence is essential to business success: “In today’s era of technology and

digital advancement, a strong digital presence is vital if you want to see success on the Internet. A

lot is happening online. Traditional marketing is still important, but you don’t want to miss out on

potential customers who are mostly—maybe solely—online.”13

In summary, digital presence is essential for recruiting and marketing. According to webSURGE, an

effective digital presence allows employers and marketers of all types to:14

z Create visibility. Information seekers should be able to learn everything there is to know about

your company from your digital presence.

z Establish your authority. Demonstrate industry knowledge and expertise, build trust, and

explain why your company is the best in the industry.

z Build rapport and relationships. The Internet audience is composed of people, and people are

relational. Digital presence should enable your company to show a human side and to offer

something that can help your consumers or potential recruits.

Before we look at PwC’s Digital Awareness videos, let’s examine the organizational context in which

the video initiative took place, as well as the partnerships that PwC undertook to create the end

result.

11Cochran, “The 4 Building Blocks of a Strong Digital Presence.”

12White, “6 ways to attract and retain millennial workers.”

13webSURGE, “What Is Digital Presence for Business?”

14Bullet points adapted from: webSURGE, “What Is Digital Presence for Business?”

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VIDEO LEARNING CONTEXT

Matthew Murray, the digital learning leader for PwC’s US Learning and Development Group,

described the broader organizational learning context in which the interactive video efforts were

positioned:

Our aim is to provide impactful learning that is easily available close to the point of

performance. Our learning must be scalable and also personalized, accessible across

devices. We have a broad portfolio of systems and platforms that enable us to deliver

training in many different ways. We work closely with third-party providers to make sure

that our platforms meet our security, production, and learner needs.

Creating Linear Video

PwC, as a global network of firms, is no stranger to the design and creation of linear video (read

further for a brief comparison of linear video and interactive video). Firms within the worldwide

PwC network already create and use video in many of their learning programs. The L&D team

creates video animations and other digital microlearning assets, and integrates professionally

produced videos into high-profile learning curricula and digital simulations. In order to facilitate

these activities, offices within the PwC network of firms also provide full-service video studios and

support the learning team in working with preferred external partners to produce location shoots.

Linear videos are used to capture engaging scenarios and illustrate work situations that are

meaningful for employees, such as client meetings, team challenges, or ethics challenges. Linear

video is also used to create compelling “talking head” points of view from senior leaders and subject

matter specialists.

PwC has a globally supported video hosting platform and several learning channels that are used to

launch official videos. Employees are also encouraged to create and publish user-generated video

content, such as subject matter updates and responses to technical questions or challenges issued

by employees. The digital learning team also manages all live video-based webcasts broadcast

internally to thousands of staff in the United States.

Here are two examples that illustrate how learning groups within the US firm have integrated linear

video into mission-critical learning programs:

z PwC Professional is a global career progression framework for defining and encouraging

leadership at all levels. It describes the capabilities needed to meet the expectations of clients,

colleagues, and communities in today’s changing global marketplace. See the embedded

YouTube video PwC Professional.

z Building Your Personal Brand is a learning program that helps job seekers create career

marketing tools and enables them to excel in the job application and recruitment process. See

the embedded YouTube video Your Brand in Action.

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The PwC team leveraged this solid experience with linear learning video to launch Digital

Awareness, one of the firm’s first interactive video initiatives and its most ambitious to date.15 But

before we look more closely at the video solution itself, let’s pause for a moment and review the key

differences between traditional (linear static and linear dynamic) video and interactive video.

Comparing Linear Video to Interactive Video

We have previously outlined basic concepts of interactive video in three earlier case studies on

this topic. If you would like to read those previous case studies, you can find links in the Resources

section. What follows is a quick replay of the basic information we provided in those cases. This

information will be useful in clarifying distinctions discussed in the remainder of this case study.

Interactive video has actually been around for a long time. The first interactive video game

appeared in 1940 at the New York World’s Fair. Interactive video merges storytelling with the

interactivity of the web to create a personalized, immersive, user-driven experience.

Anthony Mullen of Forrester Research writes that, broadly speaking, there are three approaches to

video:

1. Linear static video. A video with pre-rendered content that simply plays from beginning to

end.

2. Linear dynamic video. A video in which “content is customized per user or segment, often at

run time. This approach interacts with consumers’ data (e.g., social profile information) and/

or context (e.g., location) but does not allow users to directly interact with the material when

playing.”16

As Paul Clothier has also written, linear videos are useful for learning, but they are passive.17

While these types of video may be interesting and engaging to a certain degree, the viewer/

learner does not participate or interact.

3. Interactive video. A digital video that supports a rich variety of “user interaction through

gestures, voice, touch, and clicks.”18 Using this type of video, “interactive elements are

surfaced to users through hotspots associated with items in the video or timeline triggers, or

are continually visible as an overlay to the video.” (We will discuss hotspots later in this case

study.) Interactive video users “can interact inside the video itself, from filling out forms to

taking interactive tutorials, playing game-like experiences, or viewing nonlinear jump cuts to

new video material. Interactive video can also include dynamic elements.”

15In addition to the US digital learning team, other groups within the US PwC firm have also begun working with video. See the description of this real-time video interviewing initiative: National Association of Colleges and Employers (NACE), “Video Interviewing Helps PwC Boost Candidate Experience.”

16Mullen, “Move Beyond Awareness With Interactive Video.”

17Clothier, “Interactive Video: The Next Big Thing in Mobile.”

18Mullen, “Move Beyond Awareness With Interactive Video.”

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PARTNERSHIP APPROACH

PwC partnered with two production and technology firms to design, create, and deploy Digital

Awareness. These partners were The Electric Factory and Rapt Media.

The Electric Factory

PwC partnered with The Electric Factory (Figure 2) to produce the interactive experience. The

company was involved from brainstorming and scripting to shooting, editing, and post-production

through its in-house company NIKO Post & Films. Also, The Electric Factory designed, developed,

and tested the interactive experience.

Source: The Electric Factory, 2017

Figure 2: The Electric Factory website

The Electric Factory is a creative innovation group responsible for co-creating, developing, and

implementing strategies, products, and solutions that have redefined the value of interactive

experiences in advertising.

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Rapt Media

The second partner was Boulder, Colorado-based Rapt Media (Figure 3). Now a part of the Kaltura video platform, Rapt Media provides a compelling alternative to engage employees and

consumers, inspiring them to act. Its cloud-based interactive video platform drives deeper

engagement, resulting in enhanced learning and rapid behavior change.

Source: Rapt Media, 2017

Figure 3: Rapt Media website

PwC and The Electric Factory worked with Rapt Media to enable the Digital Awareness videos to

optimize the capabilities of the Rapt Media interactive platform. The team did this by using APIs

(application programming interfaces) to extend the native capabilities of the hosting platform, so

that different videos are displayed based on device used, and video users are presented with a

“conclusion” screen (see Figure 11). The additional API functionality enabled the viewer to “unlock”

this screen after clicking on a required number of hotspots.

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SOLUTION OVERVIEW

The goal of PwC’s team was to create a series of story-driven,19 interactive videos that could be

accessed by staff and partners globally, and also by the firm’s clients and members of the public.20

As such, Digital Awareness served as one component of a larger “Learner Journey” framework

(Figure 4) that encourages learners to

progress from awareness to fluency and,

ultimately, to expertise.

Video Learning Design

When designing this learning content, PwC

wanted to use a modality that was engaging

and easily accessible across all types of devices. (See the Lessons Learned section for a more

detailed discussion of the technical challenges involved in enabling the video solution to be played

on both PCs and mobile devices.)

The goal of Digital Awareness is to generate excitement for, and awareness of, the ways in which

PwC’s digital capabilities positively impact the world. In accomplishing this goal, the team faced two

major design challenges:

z Sustaining a focus on the story while, at the same time, also permitting the learner to take

deeper dives into more detailed topics

z Creating an experience that feels exciting and spurs interest but does not feel like a sales pitch

In an effort to resolve these challenges, PwC designed the video to equally balance two ideas:

z How digital technologies and capabilities impact everyone’s life

z How PwC, as a network of global professional services firms, is adding value for clients and

consumers in a world that is being disrupted and transformed by digital challenges and

opportunities

As a way to achieve this balance, the team decided to limit branching and avoid multiple storylines

within the same video experience. In this way, they focused on having learners move quickly through

the same learning points and view the entire body of content.

Using interactive video enabled PwC’s team to create character-driven stories (Figure 5) that invite

people to connect and relate to the videos, and then use their interactivity features to dive deeper

into PwC’s digital services and capabilities through these interactive visual hotspots. Interactive

hotspots enable video designers to direct viewers to other sections of a video, give them the option

to replay parts of the video, or even launch an external website or secondary video overlay.

19For additional examples of and references to the use of storytelling in interactive video, see: Vipond, Storytelling and Guided Experience at Aon Hewitt. See also: Neibert, “The Power of Storytelling in eLearning.”

20Consistent with this goal, the firm launched the PwC Open University in 2013. According to an article in Training magazine, the firm “opened up its vault of training materials, including 150 courses, a growing number of which are CPE accredited. The courseware includes material on asset management, banking and capital markets, health industries, IFRS, industrial products, retail and consumer, risk and compliance, tax services, and technology. The curriculum is organized by topic and delivered via webcast, podcast, or eLearning platform.” Source: Weinstein, “PwC Opens Up.”

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Source: PwC, 2016

Figure 4: Learner Journey framework

Characters and Storytelling

The design of Digital Awareness was based on (what PwC’s Matthew Murray called) “three everyday

but remarkable characters,” each of whom the learner encounters in various undefined global, urban

locations. In fact, the location was specifically made ambiguous because PwC wanted the story

environment to be difficult to identify and more intriguing for viewers around the globe.

The three characters featured in the video are:

z Nazan, a chief executive officer (CEO) of a respected engineering firm who depends on digital

capabilities and technologies for both her personal and professional life

z Frank, a retired entrepreneur who is about to build and prototype a new product that will

change lives around the world

z Jin, a young freelance artist who uses digital platforms and devices to innovatively enhance his

creative vision and positively impact others

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Learners can choose which of the three characters they wish to follow. Each character has a story

that explains how emerging technologies and digital platforms are impacting his or her world

and creating opportunities that did not previously exist. Voice-over narration provides additional

insights into the on-screen action as well as a more comprehensive view of the transforming digital

landscape. As Murray said, “Each of our stories has a twist that we think will surprise and delight

learners.” However, as he also noted, the team “deliberately avoided too much humor because this

was a global initiative”—and humor sometimes does not translate well across cultures.

From a practical design standpoint, the voice-over narration provides the PwC team with a flexible

approach for updating the message content in the future without needing to reshoot the video.

Another advantage of the voice-over narration was that it enabled the team to avoid having the

characters speak. This accelerated the video production process, and it increased global relevance

by improving character identification and simplifying the process of translating and subtitling the

narration.

Story Segments and Learning Journey

Digital Awareness begins with an introduction, then offers learners an opportunity to choose which

of the three character stories to follow (Figure 5). Each learner must interact with at least three

hotspots from each story to unlock the “Four months later” segment at the conclusion of the video

(Figure 11).

Source: PwC, 2016

Figure 5: The story “hub”

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Hotspots appear along the story timeline at the bottom of the video (e.g., the diamond-shaped

boxes along the timeline for “Nazan’s story” in Figure 6). Users can click on a hotspot to learn about

the various ways in which PwC has enabled the digital transformation for its clients in an area that

relates to that moment in the story. In addition, hotspots link to the firm’s external websites, videos,

and case studies, and provide more detailed information about the firm’s digital capabilities. The

hotspots are specifically designed to be easily updated every three months with the firm’s latest

information and learning content.

Source: PwC, 2016

Figure 6: Hotspots along the story timeline

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Each component of Digital Awareness includes a substantial amount of embedded computer

graphics. This approach was specifically used to demonstrate the power and potential of digital

technologies. Figure 7 shows a sample of raw video (before the addition of computer graphics), as

shot on location in Uruguay by The Electric Factory.

Source: PwC, 2016

Figure 7: Raw video clip (production)

Figure 8 shows the same video clip with computer graphics added in post-production.

Source: PwC, 2016

Figure 8: Final video clip (post-production)

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Figure 9 is another example of a raw digital image shot on location in Argentina.

Source: PwC, 2016

Figure 9: Raw digital image (production)

Figure 10 shows the original digital image with the addition of a post-production background.

Source: PwC, 2016

Figure 10: Final digital image (post-production)

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Figure 11 shows the final screen in Digital Awareness. Learners must interact with at least three

hotspots from each story in order to unlock this “Four months later” segment at the conclusion of

the video.

Source: PwC, 2016

Figure 11: The conclusion of Digital Awareness: “Four months later”

This unlocked segment provides elements of gamification21 to this interactive video. As described

above, learners must click on at least three hotspots within each of the three story videos to learn

more. If learners do this successfully, and accumulate at least nine hotspots (game points), they are

then invited to view the unlocked final video.

As Murray explained, the final video takes place four months later, and it reveals “what’s happened

to the characters. [This is the gamified] payoff for viewing the video. [We are] explicitly using the

following gamified elements: (1) reward—unlocking the final video, and (2) intrinsic motivation—

tapping into the learner’s desire to get to the final video and find out what finally happened to their

characters. [Each of the] three stories ends with an interesting conclusion.”

21We have written extensively about the gamified learning elements of interactive video in our previous case studies. See the Resources section at the end of this study for more resources on gamified learning, including links to previous case studies and articles describing gamified learning videos.

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RESULTS

As this case study is published, PwC’s Digital Awareness has just launched. Feedback from both

learners and company stakeholders has been uniformly positive.

As readers will recall from the earlier section on Video Learning Context, Digital Awareness is

a kickoff, or the first step in a broader “Learner Journey” (Figure 4 is shown again below for

reference). Learners can take the next step in this journey by downloading and using an app to self-

assess their individual level of “digital fitness.”

As Digital Awareness launches, the PwC team has activated its measurement plan by tracking the

following metrics:

z Number of hits on the Learner Journey microsite (see Figure 4 below) in order to access the

video

z Number of clicks on the video link itself

z Number of internal and external viewers who complete all three stories

z Number of internal and external viewers who, after completing all three stories, actually go on

to unlock the final video segment (Figure 11)

z Number of times internal and invited external viewers download the Digital Fitness Assessment

app through the microsite

z Additional business and goodwill generated by external clients who participate in the

awareness and assessment phases of the Learner Journey (see Figure 4 below)

Source: PwC, 2016

Figure 4: Learner Journey framework

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LESSONS LEARNED

Matthew Murray, the PwC US digital learning leader, summarized the following key lessons that he

and the PwC team learned from their interactive video experience:

z Deal with internal security. Deal quickly and effectively with any technical or network-related

issues surrounding streaming video and enterprise security processes.

z Create separate versions of the interactive video, one for PCs/tablets and one for

smartphones. The use of hotspots and other interactivity elements meant that PwC had to

create two version of the video, one for use on personal computers (i.e., desktops, laptops, and

tablets) and another version for use on smartphones. For example, the hotspot text pop-ups

had to be eliminated because they would cover too much of the video image shown on iPhones

and other smartphones.

z Test early and test often. Get early versions of videos out to stakeholders sooner, and do

not worry that they look unfinished. Prototype through early versions, and follow the old

communication adage of “show, don’t tell.”

z Keep the core team small. With a project this size, it is easy for a large group of individuals to

lose sight of the original vision. The PwC team was able to hold on to their original vision for the

video by keeping their core team small (three people), although the total number involved in

designing, producing, testing, and launching the video exceeded 80 people.

z Keep the user experience front of mind. Murray and the PwC team applied a design thinking

approach and user experience (UX) frame of reference. Murray explained, “This meant that we

resisted trying to cram too much into the video and focused, instead, on what the viewer could

reasonably comprehend and absorb.”

z Take plenty of time for the video design phase. Allocate a sufficient amount of time to the

brainstorming and ideation phase, and make sure that the high-level concept of the video is

clearly in place. Avoid the pitfall of moving forward too quickly and prematurely writing the

script before all design details are complete.

z Make the stories and interactivity fun and creative. As discussed earlier in this case study,

professional services employees respond best to what Murray calls “a clever hook that engages

people and keeps them exploring and learning. We wanted fun and engagement, [with]

memorable characters that were unique and defied archetypes.” Murray and the PwC team

worked hard on the characters so that they would remain surprising, and the story withheld

important details about each character until the end of the video.

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CONCLUSION

Looking Ahead

As Matthew Murray and the PwC team look to the future, they have several specific activities in

mind. Because Digital Awareness was specifically designed to be a flexible and expandable learning

platform, they will continue their current work to enhance the solution by:

z Keeping all of the embedded hotspots current and properly linked to continually changing PwC

content

z Creating new storylines and interesting characters to be superimposed into the existing video

interface

z Shooting new interactive videos that expand on and enrich each viewer’s digital learning

experience

Looking to the future of Digital Awareness, and the broader digital learning framework to which it

belongs, Murray summarizes PwC’s first significant foray into interactive video:

[We meant this video to be a] high-touch, lean-in, immersive experience causing a high

level of engagement. We tried to balance the ability to watch video uninterrupted versus

interacting with the video. In our design, we made a conscious decision to let people just

watch and not need to interact with the video if they chose not to. But we also enticed

people to interact and delve into the secondary content to enhance their awareness of the

digital landscape. [So we] create both paths: passive versus interactive. [The] hidden final

video required learners to interact if they wanted to view each story’s conclusion.

Interactive Video and Hybrid Digital Learning

In closing, we are struck by one other comment from Murray. He said that what he and the PwC

team had created was part of a hybrid digital learning solution (i.e., the Learner Journey framework)

that succeeded in “combining learning, communications, and marketing goals.”22

22For similar evolution of the digital hybrid (full-stack) marketer role, see: Yu, “Digital Talent Optimization: The Development Of The Hybrid Marketer.”

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This is interesting because a substantial amount of industry research now talks less about “training”

and more about “digital learning.” Digital learning has been defined as “learning facilitated by

technology that gives students some element of control over time, place, path, and/or pace.”23

Compare this with the following definition from DigitalLearningDay.org, by the Alliance for Excellent

Education:

Digital learning is any instructional practice that effectively uses technology to strengthen

a student’s learning experience. It emphasizes high-quality instruction and provides access

to challenging content, feedback through formative assessment, opportunities for learning

anytime and anywhere, and individualized instruction to ensure all students reach their full

potential to succeed in college and a career.24

As we saw in this case study, high-quality, interactive video is being combined with other forms of

digital content to achieve goals beyond “just” training. Similar to PwC’s goals, these may include

marketing, organizational communication, change management, collaboration, assessment, and

beyond. The point is that interactive video is a hybrid learning resource that can enhance the design

creativity, learner engagement, and effectiveness of future digital learning solutions.

23Definition from Digital Learning Now! and the Florida Virtual School, quoted in: The Governor’s Office of Student Achievement, “What is Digital Learning?”

24Alliance for Excellent Education, “About DLDay.”

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RESOURCES

The eLearning Guild

Articles

Clothier, Paul. “Interactive Video: The Next Big Thing in Mobile.” Learning Solutions Magazine.

28 October 2013.

Clothier, Paul. “Training Goes Hollywood: Movies and Interactive Narrative in Soft-Skills Training.”

Learning Solutions Magazine. 24 February 2003.

Hanson, Caleb. “Interactive Video: Gimmicks and Game Changers.” Learning Solutions Magazine.

23 June 2016.

Neibert, Jennifer. “The Power of Storytelling in eLearning.” Learning Solutions Magazine.

10 November 2014.

Senffner, Diane. “What’s in a Story? More Than You Can Tell.” Learning Solutions Magazine.

29 April 2013.

Strohl, Carrie. “Six Steps to Collaborative, Interactive Video.” Learning Solutions Magazine.

15 August 2016.

Vipond, Sharon. “Research Spotlight: Aon Hewitt Uses Interactive Video to Create Innovative

Consumer Experiences.” Learning Solutions Magazine. 29 June 2016.

Vipond, Sharon. “Research Spotlight: Pioneering Medical Device Training in the Digital Age.”

Learning Solutions Magazine. 17 August 2016.

Vipond, Sharon. “Research Spotlight: Using Interactive Video to Enhance Onboarding and

Engagement: Allianz Global Investors.” Learning Solutions Magazine. 21 September 2016.

Books

Grebow, David, and Sharon Vipond, eds. The Art and Science of Gamification. Santa Rosa, CA: The

eLearning Guild, 2015. PDF eBook.

Events

Anderson, David. “Interactive Video for eLearning Designers.” DevLearn 2015 Conference & Expo.

1 October 2015.

Cavalier, Josh. “BYOL: Interactive Video for Mobile Delivery.” mLearnCon 2014. 24 June 2014.

Edwards, Scott. “The Innovative Future of Video Learning.” DevLearn 2014 Conference & Expo.

31 October 2014.

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Gadd, Robert, Jeff Joanisse, and Dave Smelser. “xAPI-Enabled Interactive Video for a Mobile

World.” mLearnCon 2015. 12 June 2015.

Hanson, Caleb. “Interactive Video Technologies: The Gimmicks vs. the Game-Changers.” FocusOn

Learning 2016 Conference & Expo. 9 June 2016.

Hildenbrand, Destery. “Augmenting Your Reality: Using Interactive Video.” FocusOn Learning 2016

Conference & Expo. 9 June 2016.

Marbut, Ty. “Interactive Video: Creating the Best of All Training Worlds.” Learning Solutions 2013

Conference & Expo. 15 March 2013.

Marbut, Ty, and Cass Sapir. “Interactive Video for Training: Secrets of Success.” DevLearn 2014

Conference & Expo. 29 October 2014.

Reports and Papers

Enders, Brenda, and Sharon Vipond. Confronting the Dragons: How to Overcome Myths and

Misconceptions of Gamification and Promote Gamified Learning. The eLearning Guild, 2016.

Vipond, Sharon. Gamification Knowledge Check. The eLearning Guild, 2016.

Vipond, Sharon. Pioneering Medical Device Training in the Digital Age: Using Interactive Video to

Create Training for a Diverse Audience of Learners. The eLearning Guild, 2016.

Vipond, Sharon. Storytelling and Guided Experience at Aon Hewitt: Using Interactive Video to

Create an Innovative and Engaging Consumer Experience. The eLearning Guild, 2016.

Vipond, Sharon. Using Interactive Video to Enhance Onboarding and Engagement: Allianz Global

Investors. The eLearning Guild, 2016.

Additional Resources

Articles

Benson-Armer, Richard, Arne Gast, and Nick van Dam. “Learning at the speed of business.”

McKinsey Quarterly. May 2016.

Castro, Vicky. “Today’s Millennial Consumers May Be Picky, But They’re Loyal, Too.” Inc.

20 January 2015.

Cochran, Tom. “The 4 Building Blocks of a Strong Digital Presence.” Entrepreneur. 9 January 2014.

Dörner, Karel, and David Edelman. “What ‘digital’ really means.” McKinsey Quarterly. July 2015.

Fromm, Jeff. “Millennials In The Workplace: They Don’t Need Trophies But They Want

Reinforcement.” Forbes. 6 November 2015.

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Fry, Richard. “Millennials overtake Baby Boomers as America’s largest generation.” Pew Research

Center. 25 April 2016.

Hein, Rich. “How to Better Engage Millennials (and Why They Aren’t Really so Different).” CIO.

12 June 2013.

Herold, Benjamin, and Sean Cavanagh. “How Digital Learning Is Reshaping Education.” Education

Week. 7 July 2015.

Jacob, Brian A. “The opportunities and challenges of digital learning.” The Brookings Institution.

5 May 2016.

Meyer, Kate. “Millennials as Digital Natives: Myths and Realities.” Nielsen Norman Group.

3 January 2016.

Mitchell, Alastair. “The Rise of the Millennial Workforce.” Wired. August 2013.

National Association of Colleges and Employers (NACE). “Video Interviewing Helps PwC Boost

Candidate Experience.” 10 February 2016.

Weinstein, Margery. “PwC Opens Up.” Training.

White, Sarah K. “6 ways to attract and retain millennial workers.” CIO. 21 May 2015.

Yu, Jim. “Digital Talent Optimization: The Development of The Hybrid Marketer.” Marketing Land.

5 May 2015.

Books

Albee, Ardath. Digital Relevance: Developing Marketing Content and Strategies that Drive Results.

London, UK: Palgrave Macmillan Publishing, 2015.

Events

Deterding, Sebastian, Dan Dixon, Rilla Khaled, and Lennart Nacke. “From Game Design Elements

to Gamefulness: Defining ‘Gamification.’” The Proceedings of the 15th International Academic

MindTrek Conference: Envisioning Future Media Environments. 2011.

Reports and Papers

PwC. Shaping our future: Global Annual Review 2015.

PwC. Your Personal Brand Workbook.

VanderArk, Tom, and Carri Schneider. How Digital Learning Contributes to Deeper Learning.

Getting Smart, 2012.

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Websites

Alliance for Excellent Education. “About DLDay.” Digital Learning Day.

Bergen, Jen. “Interactive Video 101: What is it and why should you care?” Rapt Media Blog.

24 January 2014.

Fortune. “100 Best Companies to Work For 2017: 23: PwC.”

Fortune. “The 100 Best Companies to Work For.”

Governor’s Office of Student Achievement, The. “What is Digital Learning?” State of Georgia.

Great Place to Work. “PricewaterhouseCoopers LLP.”

Lam, Sue. “How the Professional Services Industry Makes the Fortune 100 Best Companies List.”

Great Place to Work Blog. 26 March 2015.

Manzolillo, Nick. “How to Appeal to Millennials in The Digital Workplace.” Live Tiles Blog. 21 July

2016.

Mullen, Anthony. “Move Beyond Awareness with Interactive Video.” Forrester Research Blog. 1

November 2013.

Munro, Grant. “6 Types of Content to Win Over Millennials.” FlashStock Blog. 29 July 2016.

PwC. “Agnès Hussherr: Human Capital.”

PwC. “Building your personal brand.”

PwC. Digital Awareness. Video.

PwC. “HeForShe.”

PwC. “Introducing BXT.”

PwC. “Our history.”

PwC. “Our professionals are the difference.”

PwC. “PwC named second most attractive employer for business students.” 24 June 2015.

PwC. “PwC Open University.”

PwC. PwC people share their personal brand advantage. YouTube video posted by “PwC US.”

3 January 2013.

PwC. “PwC Professional.”

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PwC. PwC Professional. YouTube video posted by “careerspwc.” 3 December 2014.

PwC. “Services.”

PwC. “What are professional services?”

Squires, Lara. “Top 5 challenges faced by professional service firms.” LinkedIn. 22 May 2015.

Strong National Museum of Play, The. “Video Game History Timeline.”

webSURGE. “What Is Digital Presence for Business?” 15 July 2016.

Zucal, Caitlin. “Millennials in the Workplace: Managing a New Generation of Knowledge Worker.”

DZone Software Blog. 21 June 2016.

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ABOUT THE AUTHOR

Sharon Vipond, the director of research and principal analyst for The eLearning

Guild, is an executive consultant, researcher, and writer with core competencies in

adult learning, courseware development, delivery, and certification; enterprise

training software evaluation; and large-scale project management, human capital

management, and organizational development. Before joining The eLearning

Guild, she was an associate vice president for information systems at the Georgia

Institute of Technology and a practice director for Oracle Corporation. Sharon

holds a doctorate in organizational communication and psychology from the

University of Minnesota–Twin Cities.