What we mean by digitalisation
We identify what makes a live learning activity effective, redesign the repeatable practice for digital delivery and keep the parts that benefit from human judgement live.
Worked example
The context
One learner responds to a realistic customer objection. The facilitator gives feedback, then another learner tries again.
The activity works well live, but only a small number of learners can practise during the session. We want to scale the practice without losing the parts where human judgement adds value.
Select a stage from left to right to see what happens, why it matters and what the stage produces.
Stage 1 of 5
The facilitator presents a realistic customer objection. One learner responds, the facilitator debriefs the response and another learner applies the feedback.
“Your competitor is 15% cheaper. Match their price and we'll sign today. How would you respond?”
Facilitator presents the customer challenge → learner responds → facilitator debriefs and gives feedback → another learner applies the feedback.
The learning comes from making a decision, seeing what works and improving through feedback.
We identify the learning mechanics behind the activity, not simply the classroom format.
Stage 2 of 5
GlobalU Business breaks the live activity into the actions the learner needs in order to practise and improve.
We analyse the purpose of each part of the classroom activity.
This prevents us from simply copying slides or classroom activities into an online format.
A clear learning map showing what the digital experience needs to reproduce.
Stage 3 of 5
The classroom activity becomes a digital scenario. The learner is placed in the same type of realistic situation and must decide what to do.
We design the learner’s on-screen experience, including the scenario, what they see and do, the decisions they make, the consequences they experience and the feedback they receive.
The learner still has to think and apply the method rather than passively read or watch content.
An approved storyboard and interaction design ready for digital production.
Stage 4 of 5
The learner now experiences the activity as it could appear on a real digital learning platform. They choose a response, see how the customer reacts and receive coaching feedback before trying again.
What would you say next?“Your competitor is 15% cheaper. Match their price and we'll sign today.”
Every learner makes the decision rather than watching one person practise.
The learner sees the consequence of their choice and receives consistent coaching at the point of practice.
Repeatable practice can reach many more learners while still requiring them to think and apply the method.
Stage 5 of 5
Repeatable instruction and guided practice can become digital. The parts that benefit from human judgement and spontaneity remain live.
WHAT BECOMES DIGITAL
WHAT STAYS LIVE
Digital learning handles repeatable instruction and guided practice.
Live time can focus on the interaction where a facilitator adds the most value.
A scalable blended experience without losing the human elements that improve learning.
More learners get meaningful practice at scale, while live time is reserved for judgement, coaching and unscripted interaction.
Digitalise what is repeatable. Keep human interaction where it adds the most value.
Arrange an introduction meeting on WhatsAppWays we can work together
Some clients already have an established programme. Some have expertise that needs to become a structured learning product. Others have a learning requirement but need the curriculum and content created. Our three development routes reflect these different starting points.
You have the programme
Starting pointYou already have an established face-to-face or live programme, supported by course materials and core subject content.
You have the expertise
Starting pointYou have specialist expertise, frameworks, cases and professional experience, but they do not yet form a coherent, teachable digital course.
You have the requirement
Starting pointYou have a capability, business or subject requirement, but little or no usable curriculum or source content currently exists.
Not sure which route fits?Tell us what you already have and what you want to create. We will help identify the appropriate development route.
Arrange an introduction meeting on WhatsAppSee our approach
Two short examples show how learning design and production choices support what learners need to understand, practise and apply.
See how we choose the right level of interaction—from exploration and knowledge checks to scenarios and simulations—to help learners think, practise and apply.
Watch on VimeoSee how instructional designers and media specialists combine focused learning design with filming, sound, editing, motion graphics and animation.
Watch on VimeoSelected work in practice
Our team has designed and produced digital learning used in live online programmes delivered by GBS institutions from vocational business qualifications to postgraduate education.
A one-year Pearson programme covering 15 business units, including finance, marketing, management and international business.
Our role: Digital learning design and production
View the live courseA two-year Pearson programme combining core business learning with specialist pathways including management, marketing, finance and entrepreneurship.
Our role: Digital learning design and production
View the live courseA one-year, 90-ECTS MBA with pathways in Marketing Management, Project Management and Entrepreneurship.
Our role: Digital learning design and production
View the live courseGlobalU Business provides digital learning design and production. Qualifications are delivered, awarded and accredited by the institutions and authorities identified on the linked course pages.
Useful detail
Practical detail about the development routes and delivery environment.
Because the client already owns and supplies the established programme and core intellectual content. GlobalU is primarily adapting, structuring, learning-designing and digitalising existing material rather than being commissioned to research and create the subject matter itself.
Projects requiring significant new authoring, bespoke media, complex interaction, substantial restructuring or additional integration are scoped accordingly.
This route can include curriculum development, research and authoring, instructional design, digital learning design, media production and quality controls, depending on the agreed scope.
For higher-education projects, GlobalU can work within the institution's governance and quality processes. This does not mean that a learning asset is university accredited, academically validated or carries academic credit. Formal approval remains subject to the relevant institution's own processes.
Yes. Learning can be developed for VLE/LMS-native delivery or as packaged components such as SCORM/xAPI where appropriate to the client's technical environment.
A practical next step
You do not need to determine that before speaking to us.
Tell us what you already have, what you want to create and who the learning is for. We will help identify the appropriate development route and whether GlobalU Business is the right fit.
Arrange an introduction meeting on WhatsApp One introductory meeting. No commitment.