How to Know if You Need Your Own Course? Make Sure It's Effective

Contents:

• Do you have a passion for teaching others or a desire to leave a mark on society?
• Are you developing a product for teaching or education?
• Have you ever wondered if you really want to become an educator? Or do you have real professionals on your team?
• Are you confident in understanding your target audience for your educational product?
• Do you have the materials to create a curriculum?
• Checklist: How to Evaluate the Feasibility of Launching Your Own Course Before Creating It

A methodologist and ICF coach, as well as an LXD partner of various companies, is a co-founder of the Ripple Effect educational program development studio. She supports experts and organizations in the creation of educational and awareness-raising materials.

LX designer, facilitator and co-founder of the Make It Easy Team project. She transitioned from corporate PR to adult learning, business facilitation, and team development.

When clients approach methodologists and instructional designers with a request to develop a course, the first step should be to understand their real motivations. We begin with a conversation, during which the client sometimes realizes that they don't actually need a course. Or rather, not the course itself, but something else.

Before embarking on an educational project, it's essential to clearly define your true intentions: do you want to share knowledge with your audience, teach them something new, or perhaps strengthen your reputation as a specialist or brand. Courses are often created with an emphasis on marketing or PR goals. However, this approach doesn't always justify the resources expended and the results achieved.

Therefore, we have developed this guide for professionals and organizations planning to create their own online course or developing a series of educational products. It will help you clearly define your goals and choose the most effective format for achieving them. This resource will likely save you a significant amount of time and money. In addition, this guide will be useful to methodologists in their interactions with clients.

The desire to teach others or the desire to leave a mark on society?

When we receive a request with the phrase "We want to launch a course," the first thing we do is try to define the goals and objectives of the project. To do this, we ask the client a number of key questions:

• How did the need for the course arise?
• What problem are you trying to solve with this product?
• What is the main business goal of this project?

In the answers to these questions, you can often find such wishes as: "We want to be talked about," "We want to be noticed and perceived as experts."

Wait, why do you need a course then? It is not the most efficient tool for attracting an audience. If your goal is to increase awareness, expand your target audience, or strengthen your brand image, you might want to consider creating a media product. This could be a video, podcast, long-form text, or a series of articles.

In one case, brand representatives approached us with a proposal to create a video course on sustainable consumption, with the goal of "teaching people to change their habits." We asked, "Let's say a viewer watches just one video, but its content will remain in their memory. Would that be okay?" To which they responded, "Yes, it's important to us to be perceived as modern and progressive." As a result, we decided not to develop a full-fledged course with assignments and instead create a series of educational videos for YouTube.

If you're considering developing a course, it's worth taking a deeper look at your intentions. Ask yourself: if users don't complete the course, what would upset you more—that you weren't able to impart knowledge, or that your course didn't get enough views? If the answer is the latter, it may mean that you are more focused on reach, and such results can be achieved with less complex methods than creating a course.

Are you developing a product for training or education?

Training and education differ not only in their formats, but also in their approaches to motivation, attention, and responsibility of process participants.

Learning is a transformation of thinking, and sometimes behavior, and achieving this transformation requires a certain degree of effort on the part of the learner. Readiness for such efforts is formed on the basis of attention, motivation, and a sense of responsibility. To support these elements, it is necessary to guide the learner (in the broadest sense—anyone involved in learning) throughout the educational process. This includes carefully designing the learning environment and creating an atmosphere in which the learner can experiment, make mistakes, and grow. The most important aspects of learning are structure, a well-designed learner journey, systematic feedback, and the opportunity to evaluate progress.

At the end of the course, certain transformations can be observed:

• in activity - students begin to change their approaches to completing tasks;
• in perception - students begin to understand information differently;
• students transform their lifestyle.

If no changes are observed after completing the course, the possibility of changing the approach to learning should be considered. In addition, if you do not initially intend to evaluate the progress of your students, then this cannot be called full-fledged training.

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The process of developing educational programs aimed at the final The result includes three key concepts that every specialist in the field of methodology should be familiar with.

Education is the process of transmitting information and serves as a kind of impetus for thought. It has no right to boredom, as it must immediately attract attention - be it due to the relevance of the topic under discussion, original visual design, expressive intonation, or an unconventional approach. An effective educational project is able to overcome the barrier of inattention and convey to the audience a short and clear message that will be remembered. Education achieves its goal when a person, after watching a video or reading an article, begins to think and, possibly, shows interest in further study of the issue.

When a course is based on the active efforts of students, the educational product, in turn, depends on the interest and curiosity of the audience.

As an example, a situation can be given when an IT company organized a cybersecurity program for its employees. However, this "course" does not include tests and practical assignments; The program primarily consists of videos and newsletters. It's not really a full-fledged training program, but rather an awareness-raising initiative, and its performance metrics reflect that format: the number of employees who are aware of cyberthreats (reach) and the frequency of email opens (engagement).

If you're still unsure about what exactly to implement, try asking yourself: do you want to guide someone through their change process? For example, you could gradually guide them toward acquiring a specific skill, provide them with a practice space, and evaluate whether they've reached the desired level of proficiency. Or is your goal simply to "wow" someone, give them the opportunity to become familiar with a topic or problem, and then let them decide for themselves how to proceed?

Have you ever wondered if you really want to become an educator? Or do you have true professionals on your team?

Teaching isn't just a process in which I share information and you absorb it. It's interaction with the student, the ability to recognize when they don't understand the material, patiently explain the same thing several times, answer unexpected questions, and maintain interest in the dialogue.

A person can possess deep knowledge in their field and be a true master. However, if he lacks the desire to share this knowledge, to face difficulties and patiently guide others, then the teaching profession is probably not his calling.

What specific questions should I ask the expert?

• I am curious to observe how someone begins to understand what I am trying to convey.
• I find it easy to paraphrase the same idea using different wording.
• I am interested in observing where and how people encounter difficulties in learning the material.

In practice, one can observe a typical situation: an expert in their field expresses a desire to share knowledge with others, but does not quite understand what this actually implies. Some people intuitively get along with students, but such cases are rare rather than the rule. In most cases, experts come to the conclusion that they are not ready for the role of a teacher and would prefer, for example, to speak at professional conferences. What sometimes happens in companies is that HR approaches an experienced developer with the suggestion, "Why don't you train our junior specialists?" When we, as methodologists, begin to teach this expert the basics of teaching, he or she realizes that it's not just a matter of "sharing your knowledge." Some perceive it as an interesting challenge and are ready to learn new skills and gain experience, while others realize that teaching does not match their interests.

This training course is based on interaction, not one-way communication. If a professional intends solely to impart their knowledge and experience, it would be more appropriate to write an article, conduct an interview, speak at a conference, give a lecture, or create an expert blog or channel.

Are you confident in understanding your target audience for the educational product?

At the heart of any product, including educational programs, is an individual: their experiences, fears, aspirations, dreams, and desire for change. If you don't understand who this individual is, the learning process will not be successful.

There is no one-size-fits-all "course." Each student is an individual with unique life experiences, style, and expectations. Your goal is to adapt to their pace, not impose your own approaches. Unfortunately, few people think about the methods of teaching their audience before creating an educational product. Most people immediately offer their own solutions—for example, launching an asynchronous video course—while for specific students, live meetings with colleagues and experts, as well as networking opportunities, could be more valuable and interesting.

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Creating an empathy map for a methodologist is an important step in understanding the needs and experiences of the target audience. Start by identifying the group for whom you will be developing the map. This could be students, teachers, or other participants in the educational process.

Next, divide the map into several key sections. At the top, place information about what your audience members are feeling and thinking. Try to identify their fears, hopes, and dreams. It is important to understand their doubts and what inspires them.

The next block should be devoted to what they say and do. Here, you can note their everyday statements, habits, and behaviors that will help you better understand their point of view.

Don't forget what they hear. In this section, it is important to highlight the influences that surround your audience, whether it is the opinions of friends, advice from teachers, or information from the media. These aspects can significantly influence their perceptions.

Finally, reflect on the pain and gain map. Identify the difficulties your audience faces and the benefits they are looking for. This will help you not only better understand them but also develop more effective teaching approaches.

By collecting all this information, you can create a comprehensive empathy map, which will form the basis for further action and the development of new programs.

Considering the specifics and needs of your future students (target audience) is a key aspect when developing any element of the product, including its format, content, duration, and choice of platform. It is recommended to start with a conversation with at least 5-10 potential students, asking them the following questions:

• How much free time do you have during the day?
• Where and how are you currently receiving an education?
• What aspects of the educational process cause you dissatisfaction or irritation?
• What steps have you already taken to solve your problem or achieve your goals, but they did not produce the desired result?

In one case, an online school decided to create a program to train mentors to work with students. As a result, a request was received to develop a training course and record video materials. However, an analysis of the target audience showed that potential mentors with significant experience practically do not have free time (or desire) to watch videos, although they are eager to learn mentoring mainly to expand their professional network. Ultimately, text materials were prepared with basic meeting scenarios and questions that mentors can ask their mentees. Several live sessions were also organized, allowing future mentors to meet and network. Had we chosen to create a video course, the online school would have incurred unnecessary costs and wasted time on a format unsuitable for its audience.

Do you have the materials to create the curriculum?

Course creation involves a variety of stages and requires the participation of several specialists. Before the first student begins training, it is necessary to conduct target audience research, assess available resources, develop the course concept and program, plan the content creation process, and prepare all the necessary materials. English: It is also important to formulate a marketing strategy for promoting the course and implement it.

Therefore, at the beginning of course development, you need to make sure that you have carefully thought through the entire process and clearly defined areas of responsibility.

• Who is responsible for developing the program?
• Who is developing the text-based learning materials?
• Who will edit the videos if an asynchronous video course is planned?
• Who is responsible for advertising and promoting the course?
• Who will take responsibility for answering students' questions in the course chat and checking the completed homework?
• Who will check that everything is functioning correctly?

It is equally important to ensure that the specialist has enough time to work together with the methodologist to create high-quality educational content. You cannot limit yourself to just one meeting for an interview and hope that the methodologist will complete all the remaining tasks on their own. If the expert is very busy, the cost of the methodologist's services may increase. In this case, it's necessary to either arrange for the methodologist to independently study the topic and refine the materials using external sources, or immediately seek a methodologist who already has the necessary expert knowledge on the course subject.

To avoid unnecessary time and expense, it's advisable to start not with a full course, but with a minimum viable product that will allow you to test the concept and gather feedback from the target audience. This could take the form of a trial lesson or a series of webinars. We advise private experts to begin by forming a study group—that is, gathering students and conducting synchronous lessons. This approach will allow you to assess not only the level of interest in the topic but also test your methodology, style, and approach to teaching. In addition, this will help you find out how interested you are and whether you are ready to devote yourself to learning for a long time.

You can consider options that require less resources and effort:

• Create a post on social media to initiate a discussion among subscribers, or post a story with the phrase: "If you're interested in this topic, let me know."
• Organize a short workshop;
• Participate in a conference with a presentation.

If you get a response, it makes sense to continue. Otherwise, you will save a significant amount of resources.

One practical example: an expert came to us with the idea of ​​​​creating a course. He had neither a budget nor a team, only a burning desire. We did not rush into developing the program; instead, we held several webinars where we collected participants' opinions, tested various formats of the educational material - from theoretical discussions to practical tasks - and explored methods for organizing student group work in an online format. In just two months, we had the basis of the course. And after just three months, we were able to present a nearly finished product that truly captured the interest of the target audience.

Launching the training process can be done using a variety of resources, but the key is openly discussing these resources at the outset. Based on our experience, almost all experts realize that providing truly high-quality training is much more difficult than they initially anticipated. Therefore, it is important to soberly assess your capabilities in advance.

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Creating your own course from scratch is an interesting and multifaceted process that requires careful preparation and planning. First, you need to determine the course topic. Think about the subjects in which you have knowledge and experience, and choose an area that will be of interest to your target audience.

Next, it's important to develop the course structure. Identify the key sections and topics that will be covered. Each section should be logically linked to ensure a consistent and understandable presentation of the material. After this, it's worth creating a detailed lesson plan, specifying the teaching methods you will use—lectures, practical exercises, tests, or group discussions.

An equally important step is creating the learning materials. These can be presentations, videos, text documents, or interactive activities. Make sure your materials are engaging and accessible. Also, consider how you will interact with students. Regular feedback will help them better understand the material and increase engagement.

Once the course is ready, you need to choose a platform to host it. There are various online resources that allow you to create and promote courses. Choose the one that best suits your needs and goals. Don't forget about marketing - talk about your course on social media, in specialized forums, and through email newsletters to attract the attention of potential students.

Finally, be prepared to adjust. After the course launches, collect feedback from participants and analyze what can be improved. This will help you make the course more effective and in demand. Creating a course is not only an opportunity to share your knowledge, but also a chance for personal and professional growth.

Checklist: How to Assess the Feasibility of Launching Your Own Course Before Creating It

So, before you start developing your own course, it is important to consistently consider several key questions:

• What is our top priority: to influence, inspire, or convey specific information?
• Are we creating a course that can be categorized as educational or media projects?
• What is the main business goal? Why should the learning process be the key factor in achieving it?
• Who is our target audience? What problems, concerns, dreams and aspirations do they have? Do they need an impetus for change?
• Has the target group’s interest in the topic of the educational product been established?
• What resources do we have at our disposal: human resources, financial resources and time frames?
• Who will be part of the team? How will we organize key functions and responsibilities?
• Is it possible to test the product concept before its official launch?
• What is the simplest and most feasible product we can create at the moment?

Read also:

• What is the first step in developing your first online course?
• How to successfully launch your online course and avoid failure
• Methods for promoting your online course may vary depending on the target audience and the content of the course. It's important to start by creating high-quality content that will attract users.

  One effective method is to use social media. Platforms like Instagram, Facebook, and LinkedIn offer excellent advertising opportunities. Develop a publishing strategy that includes engaging posts, videos, and stories that showcase the benefits of your course. Regularly engaging with your followers will help build an active community around your project.

  Also, consider launching advertising campaigns. Paid advertising aimed at a specific audience can significantly increase the visibility of your course. Use targeting to reach exactly those people who are likely to be interested in your offering.

  Don't forget about content marketing. Publishing articles, blogs, or videos on a topic related to your course will not only increase your authority in the field but also attract the attention of potential students. Include links to the course in your materials so users can easily find it.

  Collaborating with other experts in your field can also be beneficial. Partnering with influencers or bloggers can help with promotion, as their audience will trust your course.

  Finally, don't neglect email. Build a mailing list and share new materials, promotions, and updates about your course with subscribers. This will help maintain interest and engagement.

  Using these methods in combination, you can significantly increase the visibility and popularity of your online course.

• Creating a successful online course requires certain conditions. Here are six key aspects to help you in this process.

  First, you need to clearly define your target audience. Understanding who you are developing the course for will allow you to tailor the content and approach to learning, which will increase its effectiveness.

  Second, it is important to develop a structured and logical plan. Each module and lesson should be interconnected and follow a consistent flow to ensure learners can easily absorb the material.

  The third requirement is using a variety of formats for presenting information. Combining videos, texts, interactive assignments, and quizzes helps maintain learners' attention and makes learning more engaging.

  Fourth is creating high-quality content. All materials should be relevant, accurate, and well-designed to provide high value to students.

  The fifth aspect is integrating a feedback system. Participants should be able to ask questions and receive answers, as well as leave feedback on the course, which will allow you to further improve it.

  Finally, the sixth requirement is active course promotion. Use a variety of marketing channels to attract attention to your offer and ensure its successful sales.

  Compliance with these six conditions will help you create a high-quality online course that will be in demand and useful for learners.