Technology has become an integral part of our lives, inevitably affecting how we interact, communicate and learn. Today, more than 70% of children below 5 years old can operate a computer mouse and 98% of classrooms have internet access; the proliferation of technology and internet has evidently affected the approach and perception of learning.

We want to develop programs faster, more effectively and reduce the cost of training. While we advocate the shift from traditional classroom based learning, technology is not a means to an end to effective learning. Our focus on sound learning pedagogy and methodologies together with our experienced trainers in the education sphere ensure that our products will always bring forth the most effective and efficient way to learning development.

learning theories & principles

We adopt various learning theories and principles to formulate the best curriculum design tailored for the training organization and targeted audience.

our development process

ADDIE training development model is one of the frameworks we use to guide us in building an effective training solution.

Identification of the learning problem, the goals and objectives, the audience’s needs, existing knowledge, and course delivery options, such as the LMS, hardware and software specifications. The timeline and communication processes for the project are also determined here.


Creation of the user-interface, look and feel, establish the specific learning objectives. The types of graphics such as 2-D or 3-D animations, strategies involving simulations, scenario based, videos, etc are also determined here and followed by detailed storyboards.


The actual development of the content based on the Design phase, followed by internal quality checks and user acceptance checks.


The plan for the project is put into action, hardware and software set up and a procedure for training the learner and facilitator/instructor is developed, followed by actual courseware deployment to the learners.


This consists of tests designed for domain specific criterion-related referenced items and providing opportunities for feedback from the learners and facilitator/instructor. Feedback information are analyzed and revisions are made as necessary.