Digital footprints point the way for schools and eventually employers to discover learners competencies and interests and match them with their own offerings and talent needs brPage 2br KEEP CHALLENGING March 2015 KEEP CHALLENGING March 2015 Executi ID: 83626
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It’s Time for Learning to Go Back to School: Next-Generation Approaches Enrich the Student Experience \r\f \n \r \t \b \f \r \r\f \t \b \t \b \r €‚‚ ƒ„…ƒ„ †‡ˆ‰ €‚‚ ƒ„…ƒ„ †‡ˆ‰ Executive Summary€ \n\n \r \r \r \t Š \r \t \t ‹\b Œ\t \r \r \f\t \t \t†ˆ \n \f \bŽ \t \f ‘\t Œ\b \r \b \t \r \r \t \t Š \t \r \r ‹ \r Œ \f \r \r \f\f \n \r‹ \b \fŠ \n \t \r \t \b \r’ “ \f \r Œ \r \r\r \r‹Š \t \n Œ \f \r‹\n\b \f\b \r \r \r \r Š\r ’\n \n € “ \r \b \b \f ‹\r \b \f \r \fŠ\t \r \b\f \r \f\r \t \t \r\n \r\t \t € \r\n\f \r \t \t \n \b \t \r …ŠŠ… ”•–‚ –ƒ…ƒ„Š•„•—Š•€••‚˜ƒ ™Š„ ƒ –Š…•ƒ–•€ ƒ–…€Š€ Šš ƒŠ ™ –… ƒ …ŠŠ… ”•–‚ –ƒ…ƒ„Š•„•—Š•€••‚˜ƒ ™Š„ ƒ –Š…•ƒ–•€ ƒ–…€Š€ Šš ƒŠ ™ –… ƒ Forces Driving the Transformation of Learning Š \t › \t \b \r \fš\r \r\n \r \r \t Œ \t \b\r \n \b \n \r \f\t›\r\t \t\f \t \r \r\r \f–•… \r Š\f \r \n\t Ÿ \b \rŒ \r \n š \f \n \r …\r \r \f\b\n\n\b \f\r\t \n \b \f \f \r ” ‹ \t\t \f ’ ••“ \r \n\r \t\r\t \r \f \r• \b \r \r Ž \b \b \b \r\fŽ \b \t \t \r \f \r \n\r \f \r\t Œ \tŒ\r \t … \n \t \t \r \rŽ \t \f \f \r \t\r \n \n \t\t \n \r \f \b \r \f \r\n ŸŒ\r \t \r\r\t \f\b Š \r˜€\r \b\t \f\t \t \r \t \r \b \r \r\t \t\n \f \f\r ƒ \r \r \b \b\n \n\f \r \r \n”\rˆ’‹ \r“ \n\r \r \t€\r \b\r\b \f ˜ \n \r \f\f \n \r \n \t \n \r \r\f\f \n\t\b \r… \t\t\r \r \f \r‹ \t \t \r \f Š \r Œ € \b \r ’\b \r¡“ \r\r \r\r \r\f \f \r Œ \b \r \f \r\f Š\b\t ’\n\t‹ \t “ \t ’\n \t \b \f \r\f “ €‚‚ ƒ„…ƒ„ †‡ˆ‰ƒ \r \r \b \b\n \n\f \r \r \n …ŠŠ… ”•–‚ –ƒ…ƒ„Š•„•—Š•€••‚˜ƒ ™Š„ ƒ –Š…•ƒ–•€ ƒ–…€Š€ Šš ƒŠ ™ –… ƒ Š” ‚ \r ˜ \t \r \b \n\r› ˜¤¤\b \rŸ \r¤\t¤†‡ˆœ¤‡¢¤\n \r\t\r ¤”\rˆ \t\t\n \n \r\n\n \b\r\n \f \f \n ¥ \r\f \t \n\t \n \n Š\n \n\f \f \n‚ \n \f Œ \r \r\r \n \t\f \n \t \r Œ– Œ \n\b \t\n \t \b\n\f \r \r\f \r \n \t¥ \n\b \r… \r \n \b \r \t New-Age Learning Ecosystem €‚‚ ƒ„…ƒ„ †‡ˆ‰Reinventing the Student Experience„ \n\r\f \t \t \f \b \r \r \r \t \t \b\b’\r\t “ \t\b \n \t \n\f\n\r\r\r \r \f \r \r \t \r\t \r\t \t’‚ “Š \r \t ‘ \r \t \t ‘ \t\t ‘ ¤ \b \t \n\f \r €\r \r \f \r ’ \r \t \t“… \r \r \r \r \r ’”\r†‹ \r“— \r \r \b\r \t \r \f \r ¦ §\n \f \f \bŽ \f \r ’”\rœ \r¨“ Quick Take Code Halo Elements •\r Œ \f \t \t \r \t € \r \f ‹\r \r˜\r\r‚Š \n\t € —\r \t \f\r \r\b \f \tƒ‚ \f \t \t \r € \tŽ› … Š\r’… Š“ \n \b\f’„ \r„ \t \n “ \t \b \f \t \r‹\t\r \r‚Š \r \r\t’ ›\b\b \nŽ \t \b \n \b\f“” ‹ \tƒ‹ \n \t\f ›\b \t \b \n … \n \f\n\b \b \t\f \b \b \r \r‹ ” ‹ \t \t Œ \r \b \t Œ \r ƒ‹ \t Œ \r \f\f \b \r Š \n\b \r \t Œ \r ‹š \r\n \t \r \r\t \r \t\b \f \tŒ \r‹\b ƒ ˜ \b \n \t¦ € ˜€ \n\r ‚\f Š\r •\r Œ \r\r– —§\b \t” – \r —\r Š € €\r ”\r† Code Halo Analytics — Insights Generated ‚ \r \r‚ \b \t Ÿ Ž \t \r š \r \r\b \r \t\n \b \t ’ \b \b \r \t \r \t \f\r \t \n“… \r \r\t \r\r \tŽ Retail Personal\r\f \n\n\f\n\f\f\t\n\b\r\r\t \r\t Educational \t\f\r\b \b\f \n \b\f \f\r \r\f\f\f\r\f\r \f \r\r \n \t\f\f\b \f \r \r\f\r \r \r \n\r \t \b\t \t\r \r\r\t\t \t\t \t\r \r\f\r \n \t\n \b \n Social and Behavioral Libraries and Online Learning Blogs Travel Information €‚‚ ƒ„…ƒ„ †‡ˆ‰A New Role for Learning Management Systems \f\n\f \r \r ‚ \n\t … \n\f‚ \t \t \fŽ \n \t \r\t \b \b \t \t Š \f \r \t ‚ \tŒ \r‹ \t \f \t\t \f \b \f \b” \t \f\t\t \r \b \b \t \r \t \f ›‚ \n € \n\f ‹ \b \t\r\r \r \r \t \r \t \r Ž\r \b \r … ‹\r ‚ \n \f \r \t \r \b \f Š\r € …\r —‚ \r ‹ ”\rœ K-12 Student Higher Ed Prospect Core Enrollment Learning ExperienceGraduation/ DeregistrationProfessional/ Alumni Student Life K-12 Experience Points \r \f \n\t \b \n\n \r\f\f \n\n Higher Ed Experience Points \r\f \f \n\t\t\f\r\b \r\f\f \r \f \f\f \b \r \r \f \t \b\n\t \f \f\r\f \f\b\r \f \f\f\f\f \t\f\f\r\f\r \f\f\b\n\t \f\r\r\f \b \f\r \f \f \f\f \r\f \f \b Professional Experience Points \r \f \n\n \t\b \n \n\n \n\n \n \n\n \n \f \n\n \r \r\f \n \n \f\n\r \n\n \n \t \b\b \t \b \b \n \n \n \n \n \n\n …ŠŠ… ”•–‚ –ƒ…ƒ„Š•„•—Š•€••‚˜ƒ ™Š„ ƒ –Š…•ƒ–•€ ƒ–…€Š€ Šš ƒŠ ™ –… ƒ Adaptive Learning and LMS \r ”\f\t \r \t ’”‚ “ \b \r ˜ \f¤\f\r¤\f Ÿ ¤\r \b š\t \b\b \n \t ‹‹ \t \b \tŠ \r Ÿ \b ” ‹ \t \f \n \b \r\r \t\r‹ \t \b\r\r \t \n\b \r \b \n\f \n‹ \t\r\f\f \b \t \r\t \n \b \b\r\r \n ‹”\rž’‹ \r“ \n \r \t\f Ÿ \r \fª \t \r ˜ \f ‹\n \b \r Ÿ — \r \t \f … \r\n \f \r ‚ \n \b\b ›\b\f \t\n \t\r \r\r \n\t ›\b†‡ \t\r\r … ‚Š… \t\n \n\b \b\r \b Š\r \n \r \t \n\f\n ‚ \t \r \f \b\r \t \t \r\n Quick Take Privacy and Ethics Issues Surrounding Code Halos € \f \t\t \f \f \f \f —\b \f \f \f \n \b \f \r \n \b \f\t \n … \f \t\f \t ‘ \n \n\b • \t ‚ \t\b \b \n\n \b\r \b \t \n\b\r \n \r \rŠ ‹\b € \b\r\t•\b \t \f \n\n \b \r \t \t Ž\r \t \t \b \f … \n Š € \r › \t\t \r \n\r \f ˜„\f € ¦§\b \n ˜¦ \n\t \n\t§\t \f ˜› \f‹ \r \r « \b \r \b \r € \r Œ ’” \t \b ¦ € ˜€ \n\r ‚\f Š\r •\r Œ \r\r– —§\b \t” – \r —\r €‚‚ ƒ„…ƒ„ †‡ˆ‰ Interaction leads to a college match offering— a solution concept for suggestingpotential college options based on student persona. 1 2 3 4Interaction leads to a career match offering, which helps employers find the right University ranking. Specializations offered. Teacher/professor research contribution & publications. Student profiles, performances, activities. Alumni course/career path and success. Application data, student preferences. Social feedback, profile of the university. Areas of strength, collaboration, contribution. Social & behavioral traits, likes, dislikes, preferences, interests, contribution. Student academic & extracurriculars — historic & current. Aspirational universities, degrees, courses. Interests, improvement areas. Application data, student preferences. Ranking (i.e., Fortune 500, Forbes). Awards (i.e., best companies to work for, top employers, popular employee perks). Job openings (i.e., LinkedIn, TheLadders., Monster.com, Glassdoor). Company & stock performance(i.e., stock price, dividends, splits, quarterly and full-year earnings). News, events & social sentiment (i.e.,Twitter, Facebook, news channels. Company profile (i.e., diversity, demographics, social causes, sustainability initiatives). Academic qualification and areas of interest Research and collaboration with peers PoV & insights: Contribution to content editorial teams on learning pedagogies for educational publishers Online discussion on topics and enabling focus group discussions Social & behavioral traits Mentoring junior teachersInteraction leads to a career match offering, which helps educatorsfind the right institution on their aspirations. Educator Code Halo Interaction leads to an industry connect collaboration based on industry needs. Employer Code HaloStudent Code Halo Institution Code Halo Code Halos Interplay Text Traditional LM MS MS MS MS M T T h h e e N N e e w w D D y y n n a a m m i i c c L L e e a a r r n n i i n n g g S S t t a a c c k k Inputs to the LMS Analyzing Unique Learning Paths– Based on Each Persona Video Audio C o / configuration O nli R e p ortin g features C hat su pp ort P rogress mon t oring Notifications ons es/ / g st st yl yl yl yl e es es / / n Individu Individual lear ndividual learn uallearn learn viduallearn Individual learn Individual Indiv n n n in in g prefere e preference preference not incorpor rporated preference no t t in in n co co co rp pr pre preferen r f preference not eferenceno ncenot t enceno t t ated ted ted ted o in i d un gu id i Nonm Non-modula Non-modular an modularand nd un gu i ular and ungui n-modular and un Non-modular Nonmod aand d ungu id lar and unguid i id ed ed approa approach approachto o course achto o course course rs tocours roach to course approach to cou approach app creation/c on/c on/c on/c creatio on/configu reation/ n/configuration figuration ti n uration onfiguration tion/configuration Incomp tureof plete pictur plete picture of f f ete picture of plete picture plete pi p epictureof te ic c ture of f learner r enga r engagement, ment ngagement, r engagement r engage progress an e ess and qu ss and quality ity t ality ndquality ss and quality of course content of cours nt t nt nt t t t t D ecip h er th e b e h aviora l traits (active/sensing… r entify content Ide eferences p p re re S am pl e Course ( Course b rea kd own ) Learni g content Examp l es Exerc i ses Sel f- assess m e n t T raits / Preferences Active / reflective S ensing / intuitive S equential / global Audi / video / tex t pre f erencesGlobal Self-assessment Exercises Learning material ExamplesIntuitive Self-assessment Exercises Learning material Examples Se equen t S Sequen quen Seque Sequ S e Seque n Sequen en en t t i i a a l l en eria g Learnin i Learnin Learnin Learn ng ng g g g m m a at at e er er ia ia l Example Example l xampl Exampl Exam e e e s s s Self-assessment Self-ass Se lf -ass s Exerc i ses Audio Active Exercises Self-assessments Learning material Examples Video Video Gaps Gap G a p Ga Gap Gap a p G ap Gap p p ps Socia l persona (collaboration scores, etc.) Engagemen t pa tt erns Ma t er y l ev l s for d ifferen t su b jec t ma tt e r Colliding Code Halos \f \r\f \t \r \bŽ \t\r\r \t € ” ˜ \b ˆ\r‚ € \f \r\b \t \r \b \b \r ¤ \b \r \r Š \t \r \b \b\b \t \f \r \f ‰\r \b ˆ\r € \t \t \t \r € \b ‹ \n \b \r ‹ \r \f \n\f \n\fŠ‹\b \t \r \r \r‹\b \f\r \t\b \f \r \r\r\t \t \r ‰\r\r \b ˆ\rŠ\r\r \t \t \r \b\r\t \t \r \n \n \t \r \b\r \f \r ‹ ” ”\rž …ŠŠ… ”•–‚ –ƒ…ƒ„Š•„•—Š•€••‚˜ƒ ™Š„ ƒ –Š…•ƒ–•€ ƒ–…€Š€ Šš ƒŠ ™ –… ƒ Interaction leads to a college match offering— a solution concept for suggestingpotential college options based on student persona. 1 2 3 4Interaction leads to a career match offering, which helps employers find the right University ranking. Specializations offered. Teacher/professor research contribution & publications. Student profiles, performances, activities. Alumni course/career path and success. Application data, student preferences. Social feedback, profile of the university. Areas of strength, collaboration, contribution. Social & behavioral traits, likes, dislikes, preferences, interests, contribution. Student academic & extracurriculars — historic & current. Aspirational universities, degrees, courses. Interests, improvement areas. Application data, student preferences. Ranking (i.e., Fortune 500, Forbes). Awards (i.e., best companies to work for, top employers, popular employee perks). Job openings (i.e., LinkedIn, TheLadders., Monster.com, Glassdoor). Company & stock performance(i.e., stock price, dividends, splits, quarterly and full-year earnings). News, events & social sentiment (i.e.,Twitter, Facebook, news channels. Company profile (i.e., diversity, demographics, social causes, sustainability initiatives). Academic qualification and areas of interest Research and collaboration with peers PoV & insights: Contribution to content editorial teams on learning pedagogies for educational publishers Online discussion on topics and enabling focus group discussions Social & behavioral traits Mentoring junior teachersInteraction leads to a career match offering, which helps educatorsfind the right institution on their aspirations. Educator Code Halo Interaction leads to an industry connect collaboration based on industry needs. Employer Code HaloStudent Code Halo Institution Code Halo Code Halos Interplay Text Traditional LM MS MS MS MS M T T h h e e N N e e w w D D y y n n a a m m i i c c L L e e a a r r n n i i n n g g S S t t a a c c k k Inputs to the LMS Analyzing Unique Learning Paths– Based on Each Persona Video Audio C o / configuration O nli R e p ortin g features C hat su pp ort P rogress mon t oring Notifications ons es/ / g st st yl yl yl yl e es es / / n Individu Individual lear ndividual learn uallearn learn viduallearn Individual learn Individual Indiv n n n in in g prefere e preference preference not incorpor rporated preference no t t in in n co co co rp pr pre preferen r f preference not eferenceno ncenot t enceno t t ated ted ted ted o in i d un gu id i Nonm Non-modula Non-modular an modularand nd un gu i ular and ungui n-modular and un Non-modular Nonmod aand d ungu id lar and unguid i id ed ed approa approach approachto o course achto o course course rs tocours roach to course approach to cou approach app creation/c on/c on/c on/c creatio on/configu reation/ n/configuration figuration ti n uration onfiguration tion/configuration Incomp tureof plete pictur plete picture of f f ete picture of plete picture plete pi p epictureof te ic c ture of f learner r enga r engagement, ment ngagement, r engagement r engage progress an e ess and qu ss and quality ity t ality ndquality ss and quality of course content of cours nt t nt nt t t t t D ecip h er th e b e h aviora l traits (active/sensing… r entify content Ide eferences p p re re S am pl e Course ( Course b rea kd own ) Learni g content Examp l es Exerc i ses Sel f- assess m e n t T raits / Preferences Active / reflective S ensing / intuitive S equential / global Audi / video / tex t pre f erencesGlobal Self-assessment Exercises Learning material ExamplesIntuitive Self-assessment Exercises Learning material Examples Se equen t S Sequen quen Seque Sequ S e Seque n Sequen en en t t i i a a l l en eria g Learnin i Learnin Learnin Learn ng ng g g g m m a at at e er er ia ia l Example Example l xampl Exampl Exam e e e s s s Self-assessment Self-ass Se lf -ass s Exerc i ses Audio Active Exercises Self-assessments Learning material Examples Video Video Gaps Gap G a p Ga Gap Gap a p G ap Gap p p ps Socia l persona (collaboration scores, etc.) Engagemen t pa tt erns Ma t er y l ev l s for d ifferen t su b jec t ma tt e r Š \b ˆ\r € \t\n \t \r \f \r\t Ÿ ¤¤\b \t” \t € \b \f \t¤Ÿ \t \b… \f \r\r € \f \r ” ‹ \t\r š\f Œ \t \t \t‚ \r \b Ž \t \tŠ € \nŽ‹\r \r” \t\r \t \t\n \r\t \b‹\t \n \f\r \t € ’”\r‰“› € \n € ‹ \t \f \b\t \n € \r\n\t € \b € \r\n\t € \n\t \n € \n € € Š\r › ”\r‰ \r\f \n\t\b\t\t\n\t\t\t\t\t€ ‚\t\tƒ\n\t€\n\t\n€\n€€\n\t\n\t\n„\t\n\t\n\t\n\n\n\t\t\n\t\t€\n\n\t\t \t\b\t†‡\t\t\t\t€\t\t\n\n\n€\n\t€\n \t†‰\t\n\t\n\t\t\t\t\n€€Šƒ \n\n€\n\t\n\t†Œ\t\nŽ\n\t„\t„\n‘€\t„ \n\t \nƒ\t \n € \t€ \n\t†\tƒ\nˆ\t‚\t€ˆ\t€€\t \nƒ\t\n\n\t\t\t\t\n \n†\n\n€\n\t\t€„ˆ\n€\t\t\n \t\n\t\n\nƒ\t\n\t\t\t\n\n\n\t\t€\n\t \n \n† ’\n “ˆ\t \n€ \t‚\n\n ”\n‚\t \t Ž\t\n\t \t€\t\t‘ €\n \n \t \t ƒ\n \t \n\t \t \n \t\n ‚ …€ \t \n ‚\tˆ\n \t†\r• –\tˆ\t “ˆ\t \t \t\t \t\n\t ‚ …€ \t \t‹ \n\t \n \t ‚\tˆ\n ‚\t \n \t \n \nˆ\t\n \t \t \t †\r— \n\t\n\t\n\n\t \n\n\t\t\t\t\t\n\t \t€€€\t\nƒ\n\t\t\t†Œ\n\t‚\t€‚\n\t\t\t\tˆ\t \t \t \t \t €\n \n \n \n \t\t† Looking Ahad \tƒ \t\n\n€\t \t \t\b\t\n \n \t \tˆ\t \t \n \n ˆ\t \t \t€ \t\n\t \t\t \nˆ\t \nƒ\t\t ‚ ’ ’ \t\n\n€\t† ‰ ƒ ƒ \t \n\n \t˜ \t\t \n\t €\n \t €\t \n €\t˜ ™ ‚\n \t\n€ \t€˜ \nƒ ‚\t \n \t\t \n€ \n \t \t ƒ\n \t \t ƒ \t\t˜ ™ ‚\tˆ\n \tˆ \t\n\n \t€\t\t ƒ ‚\t \tš\t \n \t ˜ ™ ƒ ƒ\n \n\n \t \t \t\b \tƒ \t˜ \t\t š\t\n \t\t \n ‚\t \t\t \t ƒ ƒ\t \n\n \t€\t €\t \n \t \t€ \t\n\t† \t\t \t \t \t\t \n€„ €\t \n ƒ\n € \n \n \t \t\n \t ƒ\t \nƒ † \n\t\nˆ\t\t\t\n€ƒ\n€\t€€\t\t\n\n \n€\t€\t\t\t†\nˆ€\t\t\t\b\t\t\t\t€ \t \t \t \t \t\t \n \t€ \t\t \n \t \t† Œ\n \t \t Š \t \n \n› œž\tˆ\t\t\t\t\n\t\tŠ\n\nƒ\t\tˆ\t€\t\n\t \n \n \t \t \b\t\t\t†œ\t \n€ \n\t ‚\t \t€\t \n \t €†œ\t\n\t\n\n\t\t‚\t\n\t\tƒ\n\nŸ\n€ \t \t \t\t \t\t\n \t\t\t†\tƒ\t\tš\t\n€\tˆ\t\nŽ‚‘\n€\t\t\n \t\tˆ\t‚\t\t‚\t\n\t\n\t \t\n\t‚†‹\t\n€\n‚ \n \n\n\t„ \t\t\n \t\t\t\t\n\t€€\n\t \t \n\t \n \n \n \t \n† …ŠŠ… ”•–‚ –ƒ…ƒ„Š•„•—Š•€••‚˜ƒ ™Š„ ƒ –Š…•ƒ–•€ ƒ–…€Š€ Šš ƒŠ ™ –… ƒ Footnotes” \t € \f \b € ˜€ \n\r ‚\f Š\r •\r Œ \r\r– —\b \t” – \r —\r® › ¥ †‡ˆž\n\n\n\n \t¤› ¤› Š¤ ˆˆˆ¨¨¡†‡¢ž\t‚ • \r ¦› ª › „ \t \r•Š\t§ \n œ†‡ˆž˜¤¤\n\n\n\b\n \t¤\n¤\n \n \r \t \rž ¤š„ \f\t\r˜¤¤\n\n\n\r \f\t\r \t¤¯ ¯\r¯†‡\t¦†‡ˆž– ¤ \t \t\t Š \b§Š \r˜¤¤\n\n\n \r¤ ¤ \t ¤¤ˆž ¯® ›\t ¦€ \n— …® \b †‡ˆž§ \t ¨†‡ˆž˜¤¤\n\n\n \t¤\b \r¤\t \b ‹¤†‡ˆž¤‡‰¤‡¨¤\t \t¯ ¯¯ ¯ ¯†‡ˆž¯ \n¯\b ¯¯¯ \b¯\t ¯ ¯\n¯ \r\t\t \f ’ ••“ \t \f\r \r \n \n \n \t ” \t \t ˜¤¤\n\n\n ¤\b ¤\t \f \t \b„ ¦ \f\r \f ‚ \r \r\t \t\n– ‚ \r §° š\f Š \r \b š\f ˜¤¤\r \b ¤\b ¤\r ¯¯‚ †‡‡¢® ¦Š› \b …€§” \b®ˆ¡†‡ˆž˜¤¤\n\n\n \b \t¤¤ \t¤†‡ˆž¤‡¡¤ˆ¡¤\n \b \t \n ¤¦€ \n \t …š\r\r \f› ” §„\r • ”\b†‰†‡ˆž˜¤¤\r\r \t \t¤†‡ˆž¤‡†¤†‰¤ \n \t \r\r \f\n ¤ ƒ \r¦•\b \t ‚ \n \f\r € \r \f §Šƒ\nª Š\t® ˆˆ†‡ˆ‰˜¤¤\n\n\n \t \t¤†‡ˆ‰¤‡ˆ¤ˆ†¤¤ ¤ \b \t \n \f\r \r \f \t«¯±ˆ¦Š”\f\t ‚ \r Š \r §… ‚ \r ˜¤¤\n\n\n \r ¤‹« ± \t¯ ¥\f\n± ¥±ž¢‚ª ¦› Š \t «§‚ \r” ˜¤¤\b \r ¤¤†‡ˆ†¤ˆˆ¤‡†¤\n \t ¤ € \f¦” \b \f §Š €\r ƒ \f¡†‡ˆ†˜¤¤ \t¤\b \r¤ ¤ \b \t\f ¤œ†¢¢‡¦‚ \r— \t°§š\f ˜¤¤\n\n\n\f \t¤\b \r¤\n \n \b \b \f \t ¤ ƒ ˜ € ² ² \r \t \rŒ Š \r \t \t \t \t \r¤ \r \r\t \r \n \f \nƒ \t \n \n €‚‚ ƒ„…ƒ„ †‡ˆ‰About the Authors° \f \rŒ ‚ € \f†‡ ‹\b \r \f ° \r \r \t\r\r \r \f€ —\r \b \b \t„ \r Š° \b ° \t \f †³ \rŒ \t– \b€ — \n ° \rŒ ” › \f \r \t — \f € \r \b \n \t¦\r \t” › § \r \rŒ \n \r\r° — \f \t „ \n \rŒ\b \t ‹—• \f¤— €–\f€ €\n „†– \b Ÿ \r Ž\t ° € \b \r \tš\f — \r ‚ \t € € \b \b€— \n³ \rŒ \t‚…˜˜¤¤\n\n\n \t¤\b¤ \b\b \n¤ˆ¤¨‰‰¤ ž¢ \t \n \rŒ ” › ’” ›“› \fˆž ‹ \n \n” › \f \r \r \r \t\t †‡ \n\r\t \r\t \r Œ \t€ \r \tŒ …Š ” › \n\r\t \r\t \t \bš\f … \b \t ³ \rŒ \t® \r‚ \rŒ € \f ‹ \b \f \r \t \r \b \t \r \t \r \r \b\r® \n \n \r \b \n\t \r Œ \f \r \r \ršš\r ® \f — \t® „ \b \r\t€ \b ® ³ \rŒ \t\t \rŒ € \t ‹ \t \r \b\r‚ \t \t\b \t \b \t \t\f —\r \t… … \r\t… € \b \t œ³ \rŒ \t ‹ ˆ\rŒ\r‰‡‡” ›——\fŠ ƒ®‡¢¡¡¡š ˜µˆ†‡ˆ¨‡ˆ‡†œœ” ‹˜µˆ†‡ˆ¨‡ˆ‡†žœŠ ”˜µˆ¨¨¨©œ¢œ†¢¢inquiry@cognizant.com‰\r ˆ\rŒ\rˆ\r \t \r ‚ ›†¡— ˜µžž’‡“†‡¢†©¢¢¡‡‡” ‹˜µžž’‡“†‡¢ˆ†ˆ‡ˆ‡†infouk@cognizant.com\r Ž\r ˆ\rŒ\r¶‰¤‰œ‰• \b \t– • \t Š \t ¡‡‡‡©¡… ˜µ©ˆ’‡“žžž†‡©¡‡‡‡” ‹˜µ©ˆ’‡“žžž†‡©¡‡¡‡inquiryindia@cognizant.com · \r†‡ˆ‰ \rŒ \r\fƒ \t\t \b \f \t \t \t \b \t \t \r \r \n\n ‹\n\t \t \rŒ Š \t \b \r\n \t \t \f \n About Cognizant \rŒ ’ƒ¸˜Š€“ \r \f \t \r \r \b \r\f \r\n \r \t \b \r\b€ Ÿ Š ƒ\n® ’š“ \rŒ \t\b \r \f \b ‹ \r \b \b \f\n \t\b \n › \f¢‰\f \t \f \n \n ‹\t †ˆˆ‰‡‡\t \t\bœˆ†‡ˆž \rŒ \t\t\b ƒ¸ˆ‡‡¥‰‡‡” \b„ \b †‡‡‡ ” ‰‡‡ \t \r \t\r \r \n\r \t \n ° \n\n\n \rŒ \t \n Š\n˜ \rŒ