OPCO2i – Elearning Energy Pass

Like all industries, the paper and cardboard sector must address the challenge of reducing energy consumption by adopting eco-friendly practices. In this context, OPCO2i, a cross-industry skills operator representing 32 professional branches, has taken the initiative to rethink dedicated training by offering a short and effective e-learning course.

The elearning module program, intended for employees in the sector, aims to raise awareness about reducing their energy footprint. Structured in five chapters, the training covers the fundamentals of energy sobriety, offering an in-depth and practical understanding of this key subject.

DEVICE

Lasting twenty minutes, the module immerses learners in an environment inspired by the textures of paper, cardboard, and wood. In this Paper-Cardboard universe, learners take on the role of testers for a new tourist experience focused on energy efficiency. Accompanied by a virtual guide, they embark on an adventure, simulating a treasure hunt and discover, step by step, the main principles of frugality.

Thus, by the end of the training, the learner is able to define what energy is, list the different areas of consumption in the office or factory, and identify the best practices for reducing energy consumption. Although the training is not certified, it is supplemented by an additional summative quiz, requiring a 70% success rate for certain companies that request it.

For an optimal user experience, the digital training offers various features, such as the ability to resume where the learner left off, save progress, and easily navigate between different chapters. The inclusion of impactful titles and subtitles aids comprehension, while the interactive activities ensure learner engagement.

TARGETS

Employees in the Paper-Cardboard industry sector.

OBJECTIVES

Raise awareness among industry professionals about reducing their energy footprint in their professional practices.

PITCH

A new trip is about to be launched by your travel agency. To ensure it will attract as many tourists as possible, you are invited to test it out! An exceptional tour guide will accompany you throughout your visit, step by step, to help you discover every aspect of energy efficiency! With a series of questions presented like an innovative scavenger hunt, you’ll be immersed in the heart of this fantastic and unique experience!

GRDF – Elearning “Complaints”

Every year, GRDF, manager of the natural gas distribution network in France, faces a significant flow of complaints. To guarantee the satisfaction of its 11 million customers, it is crucial to properly manage the complaints processing process: from their identification to the relevant response including possible compensation.

Device

In partnership with GRDF, Audace has designed fun e-learning training. It is intended to improve the skills of teams dedicated to processing complaints. This training is deployed in the form of three distinct modules. Each covers a crucial step in the claims management process.

Content

The training consists of three modules, namely:

  1. Complaint: Identify and record a complaint in the dedicated software.
  2. Analysis and Response: Analyze the claim, formulate an appropriate response and determine adequate compensation if necessary.
  3. Compensation: Determine the right level of compensation and correctly enter the associated details.

Technical solution

The system is accessible online and relies on creation tools such as Storyline and the Audace Framework. 2D and 3D animations, consistent with the GRDF graphic charter, bring a dynamic and immersive touch to the training. Animations can be synchronized with voice-over for a more engaging experience.

Educational objectives of the “Complaints” elearning

Ultimately, learners must be able to:

  • Identify, record and track a complaint
  • Analyze a complaint and propose an appropriate response
  • Determine the appropriate level of compensation and enter the associated details

Strategic issues

With nearly 10,000 complaints annually, GRDF must ensure efficient processing to maintain customer satisfaction. The system responds to the crucial need to control the complaints processing process, thus strengthening brand image and customer confidence.

Digital training pedagogy

The training is based on a fun scenario based on the myth of Ariadne and the Minotaur. The maze represents the complaints handling process, while the breadcrumbs symbolize the guidance tool for customers. This concept reinforces the assimilation of complex concepts thanks to a narrative and interactive approach.

Learners are challenged to master each step of the claims handling process, from identification to compensation. They must develop analytical, communication and problem-solving skills to provide adequate answers and solutions.

Game mechanics

The scenario of the myth of Ariadne and the Minotaur creates a playful dimension by encouraging learners to progress through the labyrinth of claims. Defeating the “Minotaur” represents the ability to adequately analyze and respond to complaints, while the “treasure” symbolizes customer satisfaction after effective treatment.

Poivre Rouge Restaurants – Elearning

device

A collection of gamified e-learning modules. This system is accompanied by a dedicated training platform for distribution, learner tracking, and statistical reporting.

Themes :

  • Managment
  • Table service
  • Kitchen

target audience

All employees of the restaurant chain (front-of-house and kitchen staff, as well as managers)

Objectives

To train each employee on best practices and expected standards within the framework of quality commitments.

Discover the project in a video.

F2A Network – Interactive VR Training Kiosks for the Agricultural Sector

The F2A network comprises 47 agricultural institutions offering agri-food training programs. To promote its training programs within specialized high schools, the F2A network has equipped itself with 10 state-of-the-art interactive kiosks.

To enable students, future operators, to explore a complete bottling line (an environment that is generally not easily accessible to students), Audace has equipped one of the terminals with a virtual reality system.

Immersed in this fully recreated 3D environment, students can explore all the technical specifics and learn how to operate the machine safely.

EDF – Augmented reality for training on construction sites.

Objectives

Training device on tablets to introduce nuclear safety management in nuclear facilities. As part of a training program, the learner is provided with a tablet to explore an environment filled with augmented reality hazards in a simulated nuclear setting.

Discover the project in a video.

Bridgestone – Tire manufacturing simulator

For all industrial stakeholders, training new entrants is a significant investment of energy, time, and money. Bridgestone, a leader in tire manufacturing, has invested in blended learning combining face-to-face training, Virtual Reality (VR), and simulation in a training mini-factory produced by Audace.

Device

Audace has recreated a complete production line and various machine tools for Bridgestone. Seven workstations and associated operations are simulated.

The operator navigates in their virtual environment using a VR walking pad. They can perform virtually all tasks required for tire assembly and acquire precise technical skills as well as learn how to monitor checkpoints.

Multiple levels of difficulty and scenarios are incorporated to provide progressive and safe training without the requirement of an operational real machine.

The trainer receives visual feedback on the screen. He can track the results and intervene to reinforce a point or overcome a difficulty.

Since its introduction in France, this VR simulator has been awarded the “Bridgestone Group Award for Management Fundamentals” and has been developed for Spain (B-Kanpus, Bilbao). It is currently being deployed in Hungary and Poland. The concept has been expanded to new production processes such as Quality Control and Mixing (Banbury).

Objective

By overcoming the challenges of hiring and training at Bridgestone, the VR simulator allows unemployed individuals with no prior manufacturing experience to acquire the necessary technical skills and the right pace to work on a tire assembly line without experiencing the stress associated with real production.

Keys to the success of the simulator

1. Hyper-realism

The high-quality 3D graphics of the simulator create a complex environment that immerses the learner, making it indistinguishable from real-life situations.

2. Presence

The learners immediately feel connected or present in this environment. Indeed, this immersive learning has the tremendous advantage of being multi-sensory. It requires:

  • motor functions (involvement of the body in action through the VR treadmill, resistance to effort, ability to repeat precise movements, etc.),
  • sensory functions (sound, vibration, etc.; for an optimal immersion, the sounds of the workshop and the production line have been reproduced),
  • emotional functions (building self-confidence, testing one’s limits, developing vigilance).

3. Realisation

The mechanism by which success is measured in the immersive learning environment is related to real performance objectives. The device itself is adapted to the target audience, namely the Generation Y. Learning involves engaging activities similar to video games that are commonly practiced in private settings, which can generate immediate enthusiasm among learners.

ROI of the simulator

Thanks to the digitization of its training program, Bridgestone Bilbao has observed the following return on investment (ROI):

• 80% reduction in the immobilization of production resources required for training
• 90% reduction in the immobilization of human resources required for training
• 30% to 50% reduction in safety incidents
• 30% to 50% reduction in quality issues

Outcome: 70% cost savings on the total training expenses.

Besides the other impacts :
• National company image (frequent articles in national media + Visit of the Prime Minister of the Basque Country)
• Enhanced local corporate image
• Company image within the industry (clients/suppliers)

Orano Serious Game – “New Employee Journey”

Device

At the request of Orano, Audace Digital Learning designed a serious game for new contractors and employees whose tasks involve interventions in nuclear power plants.

Through a 3D simulation, new employees experience the various stages of a journey within a nuclear power plant and must adhere to safety rules.

Objectives

Providing new employees with all the necessary information to work on a production site.

Content

The ACCUEIL Serious Game is used in blended learning as a pedagogical tool by the expert trainer to guide new employees through the on-site induction process, specific rules and equipment, on-site procedures, and fostering a culture of shared vigilance.

It is delivered on tablets. A secure case is used to transport and recharge the 2 tablets required for each session.

Scenario

The player acts as a puppeteer: the learner controls a character through a simple Point-and-Click interface and must make decisions and react to the situations they encounter.

By seeking realism, we enable new employees to immerse themselves and engage in the story they are observing. They become active participants in their training!

Discover the project in a video.

Arcelor Mittal – “Serious game RHOB2”

device

ArcelorMittal was opening a new production unit dedicated to steel processing. The investment required a swift implementation after the completion of the construction. The goal was to train the personnel on their future work environment and tools prior to the actual launch.

This hyper-realistic simulation Serious Game (designed based on building plans) incorporates all efficiency criteria: topography and navigation in the future site, operation of tools and processes, first-level intervention, equipment control, adherence to standards, protocols, and safety.

Objective

Training the personnel on their future work environment and tools prior to the launch of a new production unit.

TARGET

Intended for training purposes :

  • For new entrants within the company
  • For personnel undergoing career transition
  • For skill recycling or skills retraining

Discover the project in a video.

Aix Marseille University : Micro-learning management

Aix-Marseille University wanted a simple and effective management training for its executives. Audace was commissioned to create micro-learning modules to complement the in-person training. They cover key management topics. The goal is to strengthen participants’ behavioral, managerial, and technical skills.

Device

The training meets the needs of the University of Aix-Marseille by adapting to organizational constraints and participants’ preferences. Indeed, they prefer to find solutions to their problems independently. The training consists of a series of quick learning sessions (micro-learning). These sessions supplement and enhance the in-person training program.

Content

The modules cover key management topics such as establishing a climate of trust, managerial courage, embodying a vision, preventing discrimination, leading meetings, and much more.

Each module features a unique scenario and presents a manager facing a specific situation. Learners thus have concrete and inspiring examples to address everyday managerial challenges. For example, one of the modules involves resolving a conflict between two employees to deliver a service on time.

Pitch : A file expected by a client has not yet been sent. Medhi, the manager, notices that tensions within his team are impeding the progress of the file. He must quickly find a solution to resolve the conflict between Juan and Inès, two employees who do not get along, in order to deliver the service on time! It is up to him to figure out how to rectify the situation…

Technical solution

The training is accessible via the Moodle LMS platform, providing participants with a personalized and immersive learning experience. Audace uses Plotagon® animation software to create animated scenes with configurable characters. The tool also offers a broad library of backgrounds, lip animations, and voiceovers. Additionally, the LMS integration facilitates participant management, assessments, and tracking.

Learning Objectives Strategic Issues

The training enables participants to master the behavioral, managerial, and technical aspects of management. It offers a skills upgrade for the managers at the University of Aix Marseille. They thereby strengthen their role as intermediaries and influencers within the university. Strategic goals include improving quality of work life, developing balanced managerial courage, and aligning with a common vision.

Pedagogy

Memorize > Understand > Apply > Analyze > Synthesize > Evaluate

The system adopts an immersive and playful pedagogical approach to foster learner engagement. The modules last between 4 and 6 minutes, with short screens of approximately 45 seconds each. Printable summary sheets are provided to facilitate the review of key points. The training promotes active learning and offers formative assessments with feedback. Game mechanics are integrated to stimulate participant engagement and encourage knowledge retention.

Thus, these micro-learning modules enhance the ability to lead and drive managerial actions. Managers benefit from an immersion in fundamental management concepts and become capable of addressing daily management challenges.

Supermarchés Match – Elearning “Drivers”

Supermarchés Match wanted to raise awareness among their employees and managers about the importance of drive-through customers. These customers have a significant impact, as their drive-through visit is often followed by an in-store visit. It is essential for Supermarchés Match to provide training to recruit and train managers and employees for the drive-through service and to improve the quality of their services.

Device

The training offered by Audace aims to raise awareness among Match employees about the application of best practices. The ultimate goal is to ensure that the customer receives a basket that meets their expectations.

The system covers the entire drive process, from ordering to delivery. All stages are included in a realistic simulation:

  • Customer order via the website
  • Receipt of orders in-store
  • Order optimization
  • Staff management for order fulfillment
  • Order processing
  • Management of the order chain to ensure timely delivery
  • Product selection
  • …

The module also addresses issues related to supply and product substitution. Learners are encouraged to put themselves in the customer’s shoes to better understand the stakes (for example, not offering damaged fruits). Finally, the last point focuses on optimizing the process. It covers aspects such as which route to take and how to streamline and save time in the store based on the order.

Synopsis

The solution proposed by Audace is engaging and playful. It features William, a new recruit who has just joined the Drive team at Match. Eager but very clumsy, he needs guidance. As an experienced colleague, you will be responsible for showing him the best practices for order preparation. Beware, as William is not only clumsy but also unlucky! You will need to stay alert as numerous setbacks will occur during the training. The module is brief and includes interactive simulations that are simple and dynamic to enhance learners’ performance in their roles.

Educational Objective

The training relies on engaging and straightforward activities to convey best practices. It focuses on educating learners about the “why” rather than the “how,” aiming to make them informed and responsible practitioners of drive best practices at Match.

It is intended for both employees and managers.

Strategic issues

The strategic goals are to retain drive customers, improve service quality, and encourage them to become mixed customers (both drive and in-store).

Pedagogy

The module does not rely solely on basic training aimed at transferring knowledge and assessing the learner through a multiple-choice quiz. Instead, it involves activities such as a drag-and-drop game where learners place items in the correct bag based on product type. This quick training, lasting about twenty minutes, serves as a springboard to the in-person training!