Monday, December 29, 2008

What I Learned in 2008


Continuing with Taruna's post about reflecting on last year, here's what I learned last year.


Tuesday, December 16, 2008

Learning About Learning in 2008


This post is written by Taruna Goel

December's Big Question from the Learning Circuits Blog is "What I have learned About Learning in 2008?". It was an interesting question to answer - because it forced me to reflect on everything that I did for my personal learning and helped me rejoice and appreciate some of my key learning events of 2008.

Read about my key learning on my blog.

I enjoyed responding...I am sure you will too.

Try it! It is definitely worth it!

Thursday, November 27, 2008

Do Instructional Design Training Programs in India Need a Revamp?


This post is written by Rupa Rajagopalan

I have been looking at some of the training programs that are being offered for aspiring Instructional Designers (ID) in India. I looked at these courses from the perspective of:

  • An aspiring Instructional Designer who has no clue about Instructional Designing and wants to quickly gain instructional designing skills

  • An Instructional Designer who has started with Instructional Designing at work, but has lots of queries and needs lots of inputs to improve his/her instructional designing skills


  • These courses are really giving the kind of training and information aspiring Instructional Designers need to do their tasks well in their workplace

  • Aspiring instructional designers will be able to sustain their interest for such a long course duration such as 15 weeks

  • The training programs for IDs in India are very academic and focus more on instruction design theories

  • Aspiring IDs or fresh IDs actually retain and use the information they gain from these training programs

  • There is lot of information overload in these training programs for IDs

  • In-house training programs for IDs in companies in India are useful

If any of you have actually found any training program on Instructional Designing useful, please share your experiences.

If any of you have ideas on improving training for Instructional Designing in India, please share them.

Please leave your responses in the comments section.

I would love to hear from you all.

Saturday, November 22, 2008

Example of Game-based Learning


Ken Allen follows up his comment on Rupa's post on 6 Quick Steps to Create a Game Based E-learning Course with a full post on his example of how he has used some of the techniques in the past to build game based learning courses.

Head over to his blog to see the full post.

Friday, November 21, 2008

Call for Peer Review


This post is written by Viplav Baxi

This post is similar to one I put on my blog. I wanted it to be opened to a more general audience outside the CCK08 network. Hoping to hear from you!

It’s been a great experience reading through all your posts on eCube. I am part of the CCK08 experience - a massively online course on the new learning theory of Connectivism.

As I was thinking about what I should try and do for the final project submission, I thought that a real way of assessing the nature, diversity and strength of my network was to reach out to my peers and request them to review one of my papers. I believe this will be useful from a variety of perspectives. Not only will I be able to receive honest and blunt critique of my contribution, but it will be a good way of evaluating how a peer review process would really work in a network of this kind.

I would really appreciate it if you could spare sometime providing a peer review for my Paper 2 : Changing Roles.

I know it is short notice and may be too much to ask given your own schedule and priorities or that you may not be interested. Do please feel free to not participate in this peer review. Let me know in any case.

If you do decide to participate in the peer review, here are some details:

  • The project submission is due end November. I know this would be a very short timeframe for you to respond, but I will be glad if you can provide a review by November 27th.

  • Review parameters: I am replicating a marking scheme that has been used by George Siemens which I think should be a good starting point. However, please feel free to suggest any other criteria that you would like the review to be based on.

  • The link to the paper is at: and it is titled CCK08: Paper 2 – Changing Roles.

  • I will make available results from all reviewers on my blog ( as part of the final project submission.

  • My email is

Assignment: Paper 2

Learner: Viplav Baxi



Marking Criteria:



Arguments presented in the paper are supported with appropriate and relevant citations

Citations should include both course discussion (blogs, Moodle forums, live discussions in elluminate and Ustream) and course readings.

Synthesis and integration of various concepts discussed during the course

Creativity and originality of ideas presented



Saturday, November 15, 2008

6 Quick Steps to Create a Game Based E-learning Course


This post is written by Rupa Rajagopalan

If you play a lot of games, you will definitely be able to identify the standard pattern used.

Every game has a goal and the steps to solve it. The challenge of every game lies in how quickly and efficiently you reach the goal.

In games you can skip things and start with the main activity. It is never mandatory to go through a game in a linear fashion.

For example in games, the introduction can be skipped and also the help section can be skipped. Of course you cannot skip levels in a game because that is the challenge in the game. It sustains interest and motivates the gamer to clear each level to see what comes next J However you can play some levels of a game, exit and then start from the same level where you left.

Using game concepts in learning will definitely engage and interest the learner.

Instead of giving lectures and lessons on a subject, try presenting the subject as a problem or an activity to the learner and allow him to solve the problem or participate in the activity. Learning must happen as the learner tries to solve the problem or indulges in the activity.

I will use the game called Blood Typing ( illustration purpose.

Now here are the steps to create a game based e-learning course:

Start with a story/scenario

I have played an umpteen number of games and I have seen that every game starts with a story.

The story may be presented as a dialogue between two people or as a sequence of events with no dialogues or may be just visuals and no text.

The Blood Typing game begines with visuals of ambulance rushing to a hospital.


End the story with a problem and invite the learner to solve it

In most games the gamer takes over where the story ends, as in he gets to know the background story and then take charge to solve the problem.

In the Blood Typing game you have a talking head inviting the gamer to get the patient’s blood type and transfuse blood.


Guide the learner

All games help you with the list of controls you use to play the game. Some games have too many controls. There are some other games which require simple mouse clicks.

You can choose how you want the learner to play the game. But make sure that you explain to the learner how he/she has to play the game.

Some games give instructions in the form of written text and some others have a guided tutorial where you play the first level of the game with assistance.

In the Blood Typing game, you have a help section that tells you how to play the game.

Include Incentives and Rewards

Feedback, rewards, incentives motivate gamers to play the game further. I have played many games where you earn points and buy some boosters for the game for the points earned.

In e-learning, rewards will motivate the learner to explore and learn more.

In the Blood Typing game when you correctly transfuse blood, you get words of acknowledgement and encouragement.


Increase the challenge gradually

Every game gets interesting as it proceeds. A game starts at a basic level and proceeds to advanced levels. You master the game as you clear each level.

Coming to e-learning, get the learner started with a basic level activity or problem and increase the difficulty levels as the learner clears each level.

In the Blood Typing game, while treating each patient you have 3 levels of challenge.

Include Trial and Error

If the learner fails to successfully complete a level, he/she must be given another chance or umpteen chances till he/she actually succeeds. If the learner fails at level 2, he should be allowed to play the level again and not start from level 1.

The Blood Typing game allows you to repeat steps to do the blood transfusion right.

Now it is your turn. Have you worked on a game based e-learning course? If so please share your experiences.

How to Know your Audience


Tom Kuhlmann writes a great piece about getting to know your audience and avoiding common pitfalls. Unfortunately not all content project teams are lucky to get access to the audience to do such a meaningful analysis of audience needs. Interestingly some of the comments to Tom's post echo this point. So how can instructional designers know their audience, without always necessarily having access to them? Here are some tips to know your audience and get a better understanding of ‘why' you are developing the training.

  • Connect with potential audience on professional networking sites. Lurk around to see what questions get asked and what answers the audience finds useful. Don't be afraid to ask your own questions.

  • Connect with training managers and trainers and try to understand their pain areas. Build your network of training professionals in different domains. This will help you gain a better understanding of the training function and your conversations with your client stakeholders will be more meaningful if you already have some understanding of the function and pain areas.

  • To better understand your audience culturally (and this is probably more relevant for Indian instructional designers and tech writers creating content for western audience) watch movies and western television, read journals and magazines, read business books. With the Internet you have access to many of these free and you should leverage these sources to better understand your audience. Investing a little in books is investing your own skills.

  • Try to develop a business mindset. Remember you are developing content to solve a business problem. Try to identify what business problems your stakeholders are trying to solve.

  • Develop an understanding of how the training will be delivered and build solutions that will leverage the environment in which training will be delivered. Use the Internet to stay up to date with various LMS. You don't have to know the technical details but you should develop a better understand as a user of the LMS.

  • Stay up to date with technology and trends in the domain area. For example, if you are creating content on technology topics, you should be aware of the new software releases and other trends in that technology area.

Today's technology and sociological changes have made it easier for instructional designers to better engage their audience and stakeholders. Leverage these mechanisms to continually connect and network with similar audience and stakeholders even if you don't have access to specific audience for your content project.

Friday, November 7, 2008

Announcing eCube Community Site


Announcing the launch of eCube Community Social Networking site. Connect with other like minded professionals in the field of learning, education and training. Create your own social networking friend circle, write your blog, form groups to discuss specific topics, and share bookmarks, photos and files.

Register now and join the community. Set up your profile to share your interest and skills.




Wednesday, October 8, 2008

Gagne's Events of Instruction - Some Thoughts and Views


This post is written by Taruna Goel.

I recently conducted a short classroom training session on ARCS Model of Motivational Design and Gagne’s Nine Events of Instruction Model for instructional designers in my division. As an assignment post the training session, I asked the participants to read the blog by Donald Clark titled, Gagne's Nine Dull Commandments. Although the blog is a bit dated, the content is relevant every time we discuss Gagne’s events of instruction.

My question to the group was - do you agree/disagree with the author? In less than 1000 words, share your reflective views on the topic indicating the benefits and/or potential issues when applying Gagne’s nine events of instruction.

Through this blog, am requesting all participants to post their views as comments in this blog. Enjoy reading and feel free to share your views, even if you didn’t attend my training session! :-)

Tuesday, October 7, 2008



This post is written by Viplav Baxi.

Well, it's Week 5 of the Massively Open Online Course hosted by George Siemens and Stephen Downes on a new epistemology and theory of learning called Connectivism. At its core is the proposition that all knowledge is networked and the process of learning is really the process of connecting. I think it is a must for all people interested in learning theories to look at some of the content on the Wiki ( especially as a great learning activity is the comparison with the traditional theories (behaviourism, cognitivism and constructivism).

Also, there are a few posts on the blog I specially created for this "course" at but you can simply search for posts related to this course using the keyword CCK08. Enjoy!

Saturday, October 4, 2008

Recent Awards by Indian Learning Companies


Some recent awards won by Indian Learning companies:

Harbinger Group, the global provider of software products and services, has won the Gold award at the 2008 Learning in Practice awards sponsored by the Chief Learning Officer magazine. Harbinger won the Gold award for "Clinical Challenge", an innovative online learning project with Philips Healthcare, pioneering gaming in healthcare education. The objective of Philips while conceptualizing "Clinical Challenge" was to create a learning environment that would leverage cognitive benefits of game-based learning, in a manner that is cost-effective and rapid to build. Harbinger partnered with Philips to provide the technology and services that fulfilled this objective.

NIIT was awarded the Gold for Excellence in E-Learning Award by Chief Learning Officer magazine as part of its Learning In Practice Awards, one of the industry's highest honors. NIIT won this award for their comprehensive application-training program developed for an insurance company.

Kern Communications, a leader in innovative learning, won a coveted Brandon Hall bronze award for excellence in the Best Use of Blended Learning category. Kern designed a training program on Grooming and Personality Development for the customer service executives (CSEs) of Godrej & Boyce. This program was designed to help CSEs improve their grooming and customer handling skills. The objective of the program was to make CSEs more professional in their appearance and interaction with customers.

Thursday, September 18, 2008

What's your Web 2.0 Quotient


While Kevin Kelly talks about Internet of things as he predicts the next 5000 days, the question is are we even ready for the present? We are still struggling with Web 2.0 and Learning 2.0, trying to bridge the gap between digital natives and digital immigrants.

So are we really ready for the future? How well do you use the web in the present? Are you familiar with the Web 2.0 mumbo-jumbo? Do you utilize the web to connect, learn and grow? What is your Web 2.0 Quotient? Here’s a simple form I created to check your Web 2.0 Quotient.

Check your Web 2.0 Quotient here.

Simply answer a series of questions and see how you score on the Web 2.0 quotient.

My score: 68. What's your score?

Have I missed anything? I am sure I have missed many things. Do provide your suggestions to improve this.


Uses rudimentary MS Excel features and is highly dependent of retaining the format and location of cells. No great programming has been attempted here.

Saturday, September 13, 2008

Instructional Design: Two questions


This post is written by Sandipan Ray. Sandipan is an e-learning professional with more than 7 years of industry experience, in almost all disciplines from Graphics, Quality, programming to ID. Presently working in a product development company for their internal training needs.

I am little bothered with two common words:


Instructional Design, as I understand, is make sure that the learner is listening to what I am saying, and the way to that is to keep the course simple. But I am just wondering, with the ever-increasing complexities involved in creating a course, are we really achieving that target of "simplicity"? Is it time for us to become little "lean"?


Ever since I joined this field, I had been hearing about the sin called plagiarism. But till date, I haven't come across a clear definition about it. Wiki says: "Plagiarism is the unauthorized use or close imitation of the language and thoughts of another author and the representation of them as one's own original work." Well- close imitation of the language and thoughts-- isn't that very subjective (how much is close enough)? And in the field of learning, can we be really sure about who the original author is? And if a thing works in a X way, or has X attributes, no matter whatever language and in whatever way we say it, the fact remains the same. So, I wonder, can we really avoid plagiarism?

Waiting for you all to throw some light!

Friday, September 12, 2008

Comic Strip as an Educational Tool


This post is written by Anamika Biswas.

Google launched its new browser with a bang. By now there must have millions and billions downloads of the same. Before I could really start with browser I got hooked to its engaging comic- Google Chrome Comic. During our childhood, we all were charmed by comics and their characters. We have admired those fictional characters and their colorful backgrounds. Comics remained as our good companions and entertainers.

Even though, the use of comic strips/comic characters for advertisement has received good response. But Google Chrome Comic made a mark on my psyche as Comic strips can be used as an effective educational/tutorial tool. I have read it more than four to five times. Every time I had a different reason to read it: of course, first reading was to understand what this new browser has on offer? Rest of the re-readings was to appreciate the brilliant usage this medium known as Comic.

Scott McCloud the artist behind this Non-Fictional comic has made it into an engaging tutorial by:

  • Converting life cycle of the product into an illustrative narration. (We all like to read stories, so do we like this one as well)
    Narrative product life cycle

  • Introducing names of the team members to make narration authentic

  • Presenting visual of various actions/reactions of technical ingredients/elements of the chrome

  • Employing animated facial expressions and body language of the team members to inspire the reader to feel emotion of the narrative

    Animated Facial Expressions and Body Language

  • Using symbols/icons to expand the linguistic aspects of the narrative.

  • Utilizing limited and essential technical terms used with ease

  • Creating easy to relate illustrations from day to day life to narrate technical concepts

  • There is a desired attempt to make user familiar with the features and feel of the chrome through various indirect method as:

    layout panel

    Reinforcement through repetition

    • It carries the theme of the chrome i.e. simplicity at its best. So the back drops of the comic strips are quite simple

    • Scott McCloud has used similar blue color with combination of white, as the Chrome has

    • Comic is divided into five parts. Every time a new part starts the layout of the strip carries the New Tab Frame of the chrome

Hope to see more such unusual mediums to be part of educational/learning tools.

(Images from googlebooks/chrome)

Thursday, September 11, 2008

Teacher: An expert or a fellow learner


This post is written by Sandeep Padhi.

This is a question that first came to my mind when I was working as software trainer six years back in a software training institute. While I was still completing my graduation, most of my pupils were students of BE, B Tech, and young engineers working in startup software companies. I was surely not an expert in the field and used to consider myself as a fellow learner still learning the tricks of software engineering. One day I pondered over the question “Am I eligible to be considered as a teacher” and the rationale my mind gave me was “Well! I am good enough for my students because I am able to meet their learning expectations. In fact, a scholar from computer science department of IIT may not really be a right fit for these students.”

Today, when I look back again at this question while creating some high-end technical courses as an ID, I again ask myself this question. But before I reflect, I would like to share the “best” definition of teacher I found over the Internet. A teacher is an ‘acknowledged’ guide or helper in the process of learning. This learning might be cognitive, behavioral, or physical. Here, the term “acknowledged’ gives an idea that teachers must be experts in the disciplines that they “teach”. But, if you examine the term further with respect to the learning environments and set ups that we usually see around or would like to see, acknowledgement is a very subjective term. That acknowledgement need not be in the form of a university degree or a “successful” practice of the discipline. Acknowledgement might be in the form of the economic consideration you get for your service as a teacher or it might be any independence examination of your knowledge/skills to impart that teaching.

It is always good to be an expert if you can modulate your training according to your audience. Unfortunately, I still see gaps in that aspect of teaching. And as long as that is the case, I would like to be taught by a teacher who is a fellow learner and can meet my learning expectations rather than by a scholar who talks about moon while I am still hopping around the grasslands:). And that’s where I believe instructional designers fill in the gap. We bridge this gap between teachers who are experts and students who have specific learning expectations by acting as a teacher who is a fellow learner. And, while doing that, we provide various other benefits to different stakeholders in the learning process such as taking care of the costs and time of an expert.

However, there are some obvious advantages of a teacher who is an expert, both for the teacher as well as the student. Let’s first take the teacher. One, the teacher is assured about the respect from students. Two, the teacher is assured that students would be eager to listen to him/her and won’t really be in a mood to challenge. Three, the teacher would be able to answer difficult questions immediately without needing to cross-reference or consult with anyone. And last but not the least, teacher can feel really proud and enlightened at their vast knowledge/experience while teaching the “silly” students:)

Now, let’s take the students. One, they can expect quick answers of their queries/questions. Second, the fact that the teacher is an expert leaves no chance for doubts in the minds of students; and therefore no need to crosscheck. Third, students might get that extra “gyan” to build that broader understanding, so critical at times, to understand the nitty-gritties of a subject. And finally, they can take pride in being taught by an expert and become more confident than they would otherwise.

Overall, I conclude that a fellow learner can be a “teacher” while an expert who can conduct themselves as a fellow learner can be a “best teacher”. And for the teacher, the role they take upon depends on the set up and the expectations of the students.

If you still think that I am confused and/or you have something to add, you are welcome to throw in your comments/opinion.

Tuesday, September 9, 2008

Google Jockeying!


This post is written by Taruna Goel

With so much up the Google sleeve already, here's another related news to use.

Google jockeying! This is an interesting technique by which selected participant(s) in an online classroom google (search) for terms, definitions, and ideas related to the concept being taught. The search is also displayed alongside the classroom content and is expected to provide enhanced learning opportunities to all other participants! While the name suggests ‘Google’, any search engine would work too!

Now, isn't that an interesting way to build some real-time learning opportunities?
But like all things in life - there are two sides to the Google jockeying story too.

What works:-
  • participants can learn how to acquire Internet searching skills. In most classrooms, the jockey changes with every class. So every participant gets to search!

  • participants gain immediate access to online search – which they may or may not have access to – at a later point

  • facilitator can implement the A and R (Attention/Relevance) components of the ARCS model through jockeying and by displaying relevant content

  • facilitator can make the class more interactive by discussing the search results in the context of the concept taught

What may not work:-
  • an online search along with classroom content could be distracting for some – use of split windows is not easy for all
  • much depends on the skills of the ‘jockey’ to perform a relevant search – bad search –> bad discussion –> poor learning
  • the jockey and the facilitator need to be mind-mapped – good coordination and communication skills on both sides is important too

Here’s an interesting article from the EDUCAUSE Learning Initiative (ELI) that provides some more details:

Another good link is here:

What do you think?

Can we leverage such a technique in the courses that we develop for universities and colleges? Or even internal classroom training sessions?

What will work for us and what will not?

Friday, September 5, 2008

Have you been Chromed yet?


In case you haven't heard yet, Google released its new browser Chrome. Microsoft Internet Explorer has 72% browser market share and I don't believe that Chrome will make a big dent into it. I feel this is because we don't really consider browser a productivity tool and we are too lazy to learn how to better use a browser.

So here are two questions for you about Chrome. You can vote here in this post or in the sidebar. (UPDATE: Poll closed)

Any portal/blog/community worth its salt won't be complete without discussing about Chrome. So we must do our bit. Would love to hear more about your experiences, thoughts about Chrome and its release.

Tuesday, September 2, 2008

What is Good Quality elearning?


This post is written by Taruna Goel.

How many times do you wonder if the elearning course you are making is of good quality? All the time? Most of the time? Atleast sometime?

I am sure there are enough matrices and checkpoints with the Reviewing/Quality Assurance/Testing teams that also give you the quality figures - defects/hour is the norm. The general belief is Zero Defects = Good quality. More the number of defects, poorer is the quality.

But what is a defect? Is it those grammatical mistakes? Is it the text-graphic mismatch? Is it the two-pixel shift? Or is it something more? Are we focusing on what really matters?

Here's an interesting article around what is quality and a list of guidelines on how to evaluate it.

"We tend to judge quality only from the perspective of our own domain. Consider the views of all the stakeholders: the training manager; the designer/developer; the system administrator/IT manager that will host the application; and, of course, the end users. In some cases quality measures are of no concern to one stakeholder while of considerable importance to another. Learner-centered design would propose that you make all decisions exclusively for the learners' benefit. Yet, all stakeholders must be partners if success is to be achieved. Since development and delivery are a team effort, one must weigh all viewpoints on what constitutes quality. "

The article/site provides a list of factors (quality measures) that you can use to evaluate elearning. Since it’s a list of 22 (guidelines), you can assign weightage and create a scorecard of the most important quality measures that matter to you!

For each factor, you enter a score (scale of 1-5), multiply it with the weightage, and obtain an adjusted score. Add up the adjusted scores for all factors to obtain a total score. Use this total score to compare one elearning course to another or better still, develop a target score for your team and evaluate it against your goal!

This is a fresh perspective on quality - it still may have the much-dreaded 'rejections' - but this time, you reject - because YOU evaluate the quality of your course before the Reviewing/Quality Assurance/Testing/Customer teams do!

Monday, September 1, 2008

Indian education


This post is written by Viplav Baxi.

In my first post on eCube (thanks, Manish for having me here!), I felt I must take the opportunity to share some interesting reading on Indian Education (specifically science education). I will reproduce certain excerpts from two sources - one, a Position Paper by the National Focus Group on Teaching of Science that was published by NCERT (National Council of Educational Research and Training) in 2006, and two, a section from George Siemens' January, 2008 article presented to ITForum. First the excerpt from the position paper.
First, we must use science curriculum as an instrument of social change to reduce the divide related to economic class, gender, caste, religion and region. We must use the textbook as one of the primary instruments for equity, since for a great majority of school going children, as also for their teachers, it is the only accessible and affordable resource for education. We must encourage alternative textbook writing in the country within the broad guidelines of the national curriculum framework. Information and Communication Technology (ICT) is also an important tool for bridging the social divides. ICT should be used in such a way that it becomes an opportunity equalizer, by providing information, communication and computing resources in remote areas.

...ICT as a tool should be used with care so that it serves to bridge the social divide and equalize opportunity; inappropriate and insensitive use may as easily widen the divide.

The second excerpt is from Learning and Knowing in Networks: Changing roles for Educators and Designers by George Siemens (2008). He is talking about various metaphors of the educator - such as the educator as a master artist, as a network administrator, as a concierge and as a curator.
What Becomes of the Instructional Designer?

The previous consideration of metaphors of educators was largely conceptual. While equally conceptual, the roles of instructional designers flow from changes to teaching and learning. Availability of open education resources, increased complexity of technology choices, and ongoing dialogue on different pedagogical models all place substantial pressure on the educator. It is not realistic to expect subject matter experts to be well?versed in different technologies, pedagogies, and open content sources. The critical role of the instructional designer is to be an educator to educators. The four metaphors provided above are equally valid for instructional designers as they work with faculty, designers, and technical staff.  Translating the numerous open education resource sites, communication tools, collaborative content filtering and creation options, and learning networks into language understood by educators form the core tasks of instructional designers. The numerous activities of traditional instructional design (context evaluation, content sequencing, fostering interaction, etc.) will continue to be important, but additional emphasis will need to be placed on addressing knowledge as existing in networks and learning as developing and forming diverse, multi-faceted networks

I was struck by the immediate contrasts and challenges between what we have here in India, and perhaps most of the developing countries, and what we have at the cutting edge of learning in the developed world. And I would love to hear from all of you what your perceptions are!

Wednesday, August 27, 2008

Directory of eLearning and Content Dev Companies in India


eCube now has a directory listing elearning and content development companies in India. This list is by no means comprehensive. If you want to suggest corrections or additions to the list, please leave a comment on this post.

eLearning and Content Development Companies in India

24×7 Learning Solutions


4C-Learning Solutions Pvt Ltd.




Anim Graphix


Binary Semantics




C2 Workshop


CommLab India


Deeksha Systems


Educomp Datamatics Ltd.

Bangalore, Mumbai

EI Design




enyota learning


ExcelSoft Technologies Pvt. Ltd.


FCS Ltd.


G-Cube Solutions

New Delhi

Genpact Content Solutions


Gurukul Online


Harbinger Knowledge Products


Hard and Soft Technologies P Ltd


Hurix Systems

Mumbai, Chennai

IBM India

Bangalore, Gurgaon

Infosys Technologies, Knowledge Services and internal training department



New Delhi

Kern Communications


La Vision Animation Pvt. Ltd.

New Delhi

Learning Byte/Digital Think


Learning Mate

New Delhi


Bombay, Bangalore

Lionbridge Technologies

Mumbai and Chennai


New Delhi

Magic Software Pvt Ltd.


Maximize Learning


Mentorware Pvt. Ltd.

Chennai, Bangalore

Microsoft Leaning India Development Center



New Delhi, Mumbai, Chennai

Oracle India



QAI India Limited

New Delhi

Satyam Computers

Chennai, Hyderabad

Sify Ltd.


SQL Star


Sterco Digitex Pvt. Ltd

New Delhi

TASC Consulting Private Ltd.


Tata Consulting Services


Tata Interactive Systems

Mumbai, Kolkata

Upside Learning


Wipro Technologies, eLearning Solutions Practice and Wipro Talent Transformation


Zee Interactive Learning


Want to be listed here? Suggest a correction? Please post your request in comments below.

Disclaimer: This blog bears no responsibility for the validity of data presented above.

For elearning salaries in India, follow the link to view the results of the Unofficial Salary Survey of elearning and content development jobs in India for year 2009.


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