Challenge 

 My organization is one of the leaders in the pharmaceutical industry . My challenge revolves around one   of the products that was a treatment for the disease psoriasis ( Let us call it Product X ) . When the internal   Pharma team was planning the industrial launch for Product , they realized that one of the primary   requirements was to educate our Key Account Managers , sales representatives on the following : 

 •   Disease area ,    •   Comorbidities associates with the disease ,    •   How it affects people from different ages and genders across the globe   •   The available treatments for the disease and where they fail , and    •   A walkthrough of how Product X can help     This would help in driving effective and meaningful conversations with the Health Care Professionals   about solving the problem that psoriasis is , and demonstrating how Product X helps in psoriasis   treatment .     Before we proceed , allow me to briefly , discuss my role within the organization and how I went on to solve   one of the Learning oriented challenges within the Product Launch work - stream . I am an instructional   designer whose task was to find a way for the Key Area Managers not having to sit through a five - day   Medical workshop on product X. Instead , I needed to find a way to remodel the same training in a manner   that was asynchronous and a mobile solution so that the sales representatives could access the training   as well . However , the main problem was not the volume or the modality . I had to ensure that the learners   are equally engaged within the digitized training as he / she / they would be had it been a real - life workshop ,   with group discussions , self - assessments , and activities around the core medical content .      Selection     When you are looking at medical content on disease , statistics , molecules , et al . for a long time , it will all   start making sense after a while , even if you are not a healthcare / medical expert . However , you need to   assume that the Learner , on the other hand , may not be having the time to learn everything all at once .    More importantly , your learner may be interpreting the content in a different way than you intended or   than how you interpreted it .     My tools here were Visualization and Empathy . I needed visualization to transform the minimalistic ,   image - driven training slides and pages of instructor notes , a learning experience with strategic content   placement complemented by relevant images , and meaningful learner interactions . This is where I tried to   empathize with the learners . I needed to understand the Training content and delivery , from the Learner ’s   point of view to create a similar engagement level of a live classroom into an eLearning . I took into   consideration the many learners will be taking the online learning while travelling during fieldwork . Some   learners helped with pointed feedback on the User Interface of the eLearning . The UI they wanted   needed to be fast , visible , and easy to use . I revised my User Interface to ensure Help buttons and Menu   buttons are easily visible from any point in the course , and added larger interaction areas on the   eLearning buttons , clickables , so that it is easier to operate on smaller devices than the iPad .     Application     The main problems I needed to tackle were :     1 . Maintain the sense of purpose and the engagement level of f2f interaction in the eLearning   2 . Visually redesign the content in an instructional flow and presentation 

 3 . Use the Knowledge Check activities from the workshop as a simulated exercise where the   Learner is in the driving seat instead of a classroom       For the first one , I visualized my training material to appear in my eLearning as fluidly , strengthened by   images , educational videos , and virtual interactions to check level of understanding as learner would have   performed in a group . I illustrated the program flow for the learners in the curriculum overview . Unless the   learner can visualize the same objectives as what the program expects them to complete , the exercise   would be moot . Empathy helped me script my Learning modules in a way that was engaging the learner   to follow the normal course of learning , taking inspiration from AI driven , or chat bot driven responses that   provide immediate feedback or remediation .     Next , I applied a combination of visualization , empathy , and multimedia principles to take apart the core   content and restructure it within the eLearning as core subject matter , knowledge checkpoints as activities   like self - assessment interactions .      For example , there was a group activity in the live sessions after the topic of the human Immunity System .   The card activity involved breaking into teams and drawing cards from a stack of cards with Immunity   system related terms . One the team draws the card ; each member needs to speak about the term in one   or two key phrases / words . To redesign this , I needed to counter the fact that the learner has no   competition in the eLearning hence to motivate the learner the activity itself needs to be scripted as a   scored input . I collected the definitions of the terms that were handed out as cards and added both the   terms and the definitions in a scrambled order . Now all the learner had to achieve was pair up each term   with its correct definitions in the eLearning itself . When interacting online , there are 4 types of interactions   possible , text entry , roll - over , click , and drag and drop . For this particular matching activity that I   redesigned my objectives were to :   1 . Ensure Learner is involved in this problem solving process   2 . Reinforce Learning     Through the matching activity , the learner is able to complete the whole section of the card based group   activity , independently and is able to record the immediate feedback on every trial and error move .      Insights     With the onset of the pandemic , the need for digitizing existing classroom materials in greater than ever .   My experience with Product X Learning Materials allowed me to visualize Live facilitated materials   alternately so that the continuity of the learning is maintained along with the participation level , from the   individual learner taking the course on their devices . I have leveraged this experience and visualization   differently for other Learning projects where the subject matter was different in terms of content and   complexity . When I view previously recorded sessions if virtual facilitation and training , I keep a close eye   on the kinds of questions , concerns , raised by the participants . I find it helpful when I design content and   script the context setting for the learner who may be at varying knowledge / skill levels . When I place page   elements , I would weigh in on how a Learner process the information in the most effective way and   design the user interface and images accordingly . Similarly , when I create interactions I try to simulate a   similar stake for the learner through points , remedial feedback , progress , etc . to be self - driven rather than   facilitated .     I have so far used visualization in reimagining virtually led training materials for several other business   functions because the sole objective from business point of view is to ensure mobility and optimum   learner experience led asynchronously . Each time as the core content and instructor / facilitation style   changes , I had to adapt my visualization to convey the similar level of learner engagement in terms of   page design , learner support , and downloadable ready reckoners . I have also visualized virtual game- 

 based activities that support multiple Learners playing a virtual game ( in my case it was an Escape Room   activity where learner needed to find hidden clue about a Medical product and answer the key questions   to unlock the door , and enter the next room ) . This game was a substitute for the live Launch session   where multiple such group activities were organized for Pharma and Sales team who would visit from   various locations .     Finally , the Product X training is Live on our Learning Management system and has trained multiple   batches of fields force representatives and key account managers since it is launch ( since now they can   access the training from their mobile devices too ) , thus leading to a very successful Product Launch .   Since our Learning Management Systems allows the learners to submit their feedback on the training   experience , my redesigned training modules are rated as 4 and above in a rating of 5 , with pointed   feedback on the relevance and high engagement level of the Learning modules .     Approach     I am still learning about all the tools in Design Thinking and getting myself familiarized with the kind of   questions one must ask , the process steps , the need for testing , etc . Among the few tools that I am   familiar with I believe I have practiced mostly Visualization to design complex pieces of information into   recognizable learning elements . My way forward is to exercise Empathy also as much as possible , not   only within the realm of training within the internal teams , but also identifying what can be possible   alternate causes for the performance gap or skill gap . I shall attempt to use Empathy and Visualization   further to create evaluative questionnaires after studying live facilitation interactions , to collect frequently   asked questions . This I believe would help me create my online Learning or Performance Remediation   solutions to be more holistic than a temporary patch - fix . 


EMAIL: 
ID_NUM: 
NAME_STUDENT: 
PHONE_NUM: 
STREET_ADDRESS: 
URL_PERSONAL: 
USERNAME: 

### Task: You are a PII (Personal Identity Information) Detection. Given a essays written by students, you have to identify ONLY the following:
NAME_STUDENT - The full or partial name of a student that is not necessarily the author of the essay. This excludes instructors, authors, and other person names.
EMAIL - A student’s email address.
USERNAME - A student's username on any platform.
ID_NUM - A number or sequence of characters that could be used to identify a student, such as a student ID or a social security number.
PHONE_NUM - A phone number associated with a student.
URL_PERSONAL - A URL that might be used to identify a student.
STREET_ADDRESS - A full or partial street address that is associated with the student, such as their home address.
### Input: Challenge 

 My organization is one of the leaders in the pharmaceutical industry . My challenge revolves around one   of the products that was a treatment for the disease psoriasis ( Let us call it Product X ) . When the internal   Pharma team was planning the industrial launch for Product , they realized that one of the primary   requirements was to educate our Key Account Managers , sales representatives on the following : 

 •   Disease area ,    •   Comorbidities associates with the disease ,    •   How it affects people from different ages and genders across the globe   •   The available treatments for the disease and where they fail , and    •   A walkthrough of how Product X can help     This would help in driving effective and meaningful conversations with the Health Care Professionals   about solving the problem that psoriasis is , and demonstrating how Product X helps in psoriasis   treatment .     Before we proceed , allow me to briefly , discuss my role within the organization and how I went on to solve   one of the Learning oriented challenges within the Product Launch work - stream . I am an instructional   designer whose task was to find a way for the Key Area Managers not having to sit through a five - day   Medical workshop on product X. Instead , I needed to find a way to remodel the same training in a manner   that was asynchronous and a mobile solution so that the sales representatives could access the training   as well . However , the main problem was not the volume or the modality . I had to ensure that the learners   are equally engaged within the digitized training as he / she / they would be had it been a real - life workshop ,   with group discussions , self - assessments , and activities around the core medical content .      Selection     When you are looking at medical content on disease , statistics , molecules , et al . for a long time , it will all   start making sense after a while , even if you are not a healthcare / medical expert . However , you need to   assume that the Learner , on the other hand , may not be having the time to learn everything all at once .    More importantly , your learner may be interpreting the content in a different way than you intended or   than how you interpreted it .     My tools here were Visualization and Empathy . I needed visualization to transform the minimalistic ,   image - driven training slides and pages of instructor notes , a learning experience with strategic content   placement complemented by relevant images , and meaningful learner interactions . This is where I tried to   empathize with the learners . I needed to understand the Training content and delivery , from the Learner ’s   point of view to create a similar engagement level of a live classroom into an eLearning . I took into   consideration the many learners will be taking the online learning while travelling during fieldwork . Some   learners helped with pointed feedback on the User Interface of the eLearning . The UI they wanted   needed to be fast , visible , and easy to use . I revised my User Interface to ensure Help buttons and Menu   buttons are easily visible from any point in the course , and added larger interaction areas on the   eLearning buttons , clickables , so that it is easier to operate on smaller devices than the iPad .     Application     The main problems I needed to tackle were :     1 . Maintain the sense of purpose and the engagement level of f2f interaction in the eLearning   2 . Visually redesign the content in an instructional flow and presentation 

 3 . Use the Knowledge Check activities from the workshop as a simulated exercise where the   Learner is in the driving seat instead of a classroom       For the first one , I visualized my training material to appear in my eLearning as fluidly , strengthened by   images , educational videos , and virtual interactions to check level of understanding as learner would have   performed in a group . I illustrated the program flow for the learners in the curriculum overview . Unless the   learner can visualize the same objectives as what the program expects them to complete , the exercise   would be moot . Empathy helped me script my Learning modules in a way that was engaging the learner   to follow the normal course of learning , taking inspiration from AI driven , or chat bot driven responses that   provide immediate feedback or remediation .     Next , I applied a combination of visualization , empathy , and multimedia principles to take apart the core   content and restructure it within the eLearning as core subject matter , knowledge checkpoints as activities   like self - assessment interactions .      For example , there was a group activity in the live sessions after the topic of the human Immunity System .   The card activity involved breaking into teams and drawing cards from a stack of cards with Immunity   system related terms . One the team draws the card ; each member needs to speak about the term in one   or two key phrases / words . To redesign this , I needed to counter the fact that the learner has no   competition in the eLearning hence to motivate the learner the activity itself needs to be scripted as a   scored input . I collected the definitions of the terms that were handed out as cards and added both the   terms and the definitions in a scrambled order . Now all the learner had to achieve was pair up each term   with its correct definitions in the eLearning itself . When interacting online , there are 4 types of interactions   possible , text entry , roll - over , click , and drag and drop . For this particular matching activity that I   redesigned my objectives were to :   1 . Ensure Learner is involved in this problem solving process   2 . Reinforce Learning     Through the matching activity , the learner is able to complete the whole section of the card based group   activity , independently and is able to record the immediate feedback on every trial and error move .      Insights     With the onset of the pandemic , the need for digitizing existing classroom materials in greater than ever .   My experience with Product X Learning Materials allowed me to visualize Live facilitated materials   alternately so that the continuity of the learning is maintained along with the participation level , from the   individual learner taking the course on their devices . I have leveraged this experience and visualization   differently for other Learning projects where the subject matter was different in terms of content and   complexity . When I view previously recorded sessions if virtual facilitation and training , I keep a close eye   on the kinds of questions , concerns , raised by the participants . I find it helpful when I design content and   script the context setting for the learner who may be at varying knowledge / skill levels . When I place page   elements , I would weigh in on how a Learner process the information in the most effective way and   design the user interface and images accordingly . Similarly , when I create interactions I try to simulate a   similar stake for the learner through points , remedial feedback , progress , etc . to be self - driven rather than   facilitated .     I have so far used visualization in reimagining virtually led training materials for several other business   functions because the sole objective from business point of view is to ensure mobility and optimum   learner experience led asynchronously . Each time as the core content and instructor / facilitation style   changes , I had to adapt my visualization to convey the similar level of learner engagement in terms of   page design , learner support , and downloadable ready reckoners . I have also visualized virtual game- 

 based activities that support multiple Learners playing a virtual game ( in my case it was an Escape Room   activity where learner needed to find hidden clue about a Medical product and answer the key questions   to unlock the door , and enter the next room ) . This game was a substitute for the live Launch session   where multiple such group activities were organized for Pharma and Sales team who would visit from   various locations .     Finally , the Product X training is Live on our Learning Management system and has trained multiple   batches of fields force representatives and key account managers since it is launch ( since now they can   access the training from their mobile devices too ) , thus leading to a very successful Product Launch .   Since our Learning Management Systems allows the learners to submit their feedback on the training   experience , my redesigned training modules are rated as 4 and above in a rating of 5 , with pointed   feedback on the relevance and high engagement level of the Learning modules .     Approach     I am still learning about all the tools in Design Thinking and getting myself familiarized with the kind of   questions one must ask , the process steps , the need for testing , etc . Among the few tools that I am   familiar with I believe I have practiced mostly Visualization to design complex pieces of information into   recognizable learning elements . My way forward is to exercise Empathy also as much as possible , not   only within the realm of training within the internal teams , but also identifying what can be possible   alternate causes for the performance gap or skill gap . I shall attempt to use Empathy and Visualization   further to create evaluative questionnaires after studying live facilitation interactions , to collect frequently   asked questions . This I believe would help me create my online Learning or Performance Remediation   solutions to be more holistic than a temporary patch - fix .
### Output: 