www.eLearningGuild.com
CREATING DIGITAL AWARENESS WITH INTERACTIVE VIDEOPwC Digital Learning
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.
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