Lesson Category: Foundations

Summary of Key Topics (with timing indications):

0-6.45: Introduction: summary of what we're going to cover, questions that are going to be answered, how to interact during the tutorial and introductions

6.45 - 10.15: The key to creating a curriculum that works: how product design and curriculum development are linked - how you cannot build a curriculum without understanding what your learning product is and how it works - a list of things to think about how your learning product works BEFORE you start building the curriculum.

10.15 - 11.58: What this masterclass will give you: how the content and task planner will answer the often asked question: how do you know how much content to give (how to know whether it's not enough or too much) - especially when you're trying to distill your knowledge into a 5 day challenge or free lead generation type / opt in learning resource? Then a slight glitch - nothing like live tutorials to test your tech patience!

11.58 -16.00: What is the Content and Task Planner? - quick overview if you haven't done all the tutorials in the Curriculum Development Course, and how the columns give you everything you need for your blogs, articles or challenges - without giving away too much of your knowledge.

16.00-31.30: Working through the Content and Task Planner of a bookkeeper - who is distilling her knowledge into an online course and 5 day challenge. Using what she has put into her columns, and finessing the language to come up with major and minor outcomes, and the content she'll need for her challenge (as opposed to the whole course). Also looking at whether the activities or tasks she has outlined, match the outcomes she's stated learners will get from that module of work.

31.30-35.36: Using the Content and Task Planner to work out what goes into your sales funnel: (from lead generators, to opt ins, to self selecting quizzes, trust-building through to sales). How to work out what to put in a 5 day challenge (without overwhelming your learners) - using your outcomes to make questions that can be answered in a quiz, a challenge, (using content from a social media marketing professional) - if there are up to 50 outcomes, which ones to use, and how to use some to create motivation for your learners to want to learn more from you (ie progress along your sales funnel).

35.36-40.15: Using 'Test Teach Test' and Scaffolding to engage and motivate your learners. How to use the language within the planner to structure your learning experiences so people are impressed by what they learnt from you (not frustrated by how much they already knew or how little they learnt). How to use questions to build trust with your learners - so they can self-select into your courses or challenges with integrity.

40.15 - 56.00: Q&A from participants

• 40.15: how to avoid using the word 'understand' when writing outcomes, by focusing on the actions, not the theory or information you're providing
• 42.45: lecturing and why it's not the best way to deliver learning experiences - an alternative strategy to lecturing that uses the Test Teach Test principle and questioning techniques
• 50.50: how professionals often try to put too much into one lesson and overwhelm learners, because they are subject matter experts and forget how little base knowledge the learners have - how to combat this, and how to tackle the planner head on!
• 54.04: advice for professionals who believe they don't have an outcomes based course (in this case, a personal development professional) - that it's more theory based and doesn't lend itself to 'outcomes', 'activities' or 'tasks' - if they're not able to use the information you're teaching them, why are you teaching it?