The Online Course Model: How to Create an Online Course that Actually Works | Aimee Prasek, PhD | Skillshare

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The Online Course Model: How to Create an Online Course that Actually Works

teacher avatar Aimee Prasek, PhD, Online Course Researcher & Consultant

Watch this class and thousands more

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Taught by industry leaders & working professionals
Topics include illustration, design, photography, and more

Watch this class and thousands more

Get unlimited access to every class
Taught by industry leaders & working professionals
Topics include illustration, design, photography, and more

Lessons in This Class

20 Lessons (52m)
    • 1. Lesson 1- Welcome! Here's How We'll Create Your Online Course

      1:39
    • 2. Lesson 2- About the Online Course Model

      4:07
    • 3. Lesson 3- Why Purpose Matters for Your Online Course

      2:04
    • 4. Lesson 4- Name All the Problems You Can Solve

      0:52
    • 5. Lesson 5- Distill Your Online Course Problem

      1:20
    • 6. Lesson 6- Create Your Purpose Statement

      2:31
    • 7. Lesson 7- Name Your Participant Groups

      1:41
    • 8. Lesson 8- Distill Your Participants

      2:05
    • 9. Lesson 9- Anchor Conversations

      2:36
    • 10. Lesson 10- The KISS Factors of Your Online Course

      4:58
    • 11. Lesson 11- Name Your Online Course Factors

      5:16
    • 12. Lesson 12- Distill Your Online Course Factors

      3:26
    • 13. Lesson 13- Validate Your Online Course (Without Imposter Syndrome)

      1:10
    • 14. Lesson 14- Validate with Anchor Research

      3:42
    • 15. Lesson 15- Validate with Inner Research

      0:55
    • 16. Lesson 16- Validate with Market Research

      2:56
    • 17. Lesson 17- Validate with Safety Research

      2:56
    • 18. Lesson 18- Organize Your Online Course Factors for Success

      3:24
    • 19. Lesson 19- Your Participant Guided Skeletal Check

      1:35
    • 20. Lesson 20- Your Holistic Online Course Solution

      2:53
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About This Class

There's a science behind successful online courses. If you want to create them, then you need to know it. 

This course walks you through the Online Course Model, a six-phased system of online course creation. This course includes actionable videos and a comprehensive course workbook.

Download your Course Workbook in the "Projects & Resources" section. 

Outcome: You'll complete the course with a robust, scientifically sound course skeleton in hand- the essential tool to more efficiently and confidently move into course production (filming, writing, audio).

The Online Course Model is ideal for health-related courses. However, no matter your course topic, building your course with the Online Course Model can help you improve your course outcomes, streamline your effort, and diversify your revenue streams.

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Meet Your Teacher

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Aimee Prasek, PhD

Online Course Researcher & Consultant

Teacher

I help folks and organizations share more meaningful teachings in more effective ways. I think online courses are the best way to do that.

If you want to create more effective online courses that serve people better, then I'm here to help you make it happen. Learn more about my creds below.

What I'm Particularly Good At. Much of my work is focused on the utilization of online courses and technology solutions to communicate and deliver preventive health practices in more accessible and engaging ways. I have a particular knack for putting strategy and innovation behind the development and evaluation of digital courses for holistic and mental health programs. I've created dozens of these types of courses for not just my own bu... See full profile

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Transcripts

1. Lesson 1- Welcome! Here's How We'll Create Your Online Course: Hey, I'm me and I am really glad you're here. I am super obsessed with online courses. I'm even more obsessed with helping people like yourself create online courses that actually work as though to do that, I'm gonna walk you through the online course model model it created after nearly 15 years in the field of online courses. And what's wonderful about this model is it takes you from the flicker of your idea all the way through the creation of the most robust skeleton. For your course. It's more than an outline. You're gonna have every piece of your course East Central, essential pieces identified, right so that work of filming or if it's text based or audio, that production phase we're not gonna go through. I'll give you some resource is to do that. But it is not tough. I know it's intimidating, but you can do that work. What I want to take you through is a little bit more complex, but it is even more important. You can have the best production quality, but if you have a crappy course that doesn't work, it's a waste. So take the time now to create the strong bones for your course so that when you get to the production phase, it's that much easier. All right, so I want to dive right in. I'm gonna meet you in the next lesson. We're gonna just go through quickly the online course model, and we'll get started. 2. Lesson 2- About the Online Course Model: all right, so the online course model consists of six phases. The first is purpose. What is the purpose of your course? What will your participants achieve at the end? The second phase participants, the people you're serving students is another term, kind of, but only use the word participants because it's a reminder that folks are engaging in your course. This is not a one sided conversation talking down to people. This is an opportunity to serve and engage with a community, and you will have to engage with them, even if you anticipate having a course that you just sort of deliver and ignore. If you want it to succeed, you have to engage. You have to participate. The third phase is factors, right, sulfur folks, your participants to get to the to get to the purpose to achieve the goal. The factors are the contributors and the obstacles to that. The fourth phase, This validation. I know it's a massive buzzword. We're going to do it differently. Dairy say way more effectively. You do it in such a way that honors your wisdom that honors your fit with your course. It's not always about product market fit that's a piece, but it's also about course, creator and course fit and course creator and participants it. So we're gonna dive into and intricacies of that so that you can truly get an idea of the best expression of your course. The best way to serve your participants. The fifth phase is organization organizing your factors, essentially assembling the bones of your course and then the final phases solution, adding a little bit of meat to the course and then ultimately, production will give you some assistance. Some resource is on that delivery of your course. Um, we're not going to get into the marketing, the launch, those types of pieces of your course. That's a that's a whole nother beast. Some folks in need assistance in that arena. I think everybody needs assistance in the arena of the content, creating the actual course. That's what we're focusing on if you need. Other resource is if you're sort of stuck in that purgatory phase of my course is done and really having some what you'll learn about intention factors. You're really having some obstacles standing the way at the production launched the marketing. I'll give you some resource is for that. But I want to let you know that when you create a course that works and you go through a system like this, the only course model when you go through something that feels firm, that honors your wisdom, listens to your participants that has thoughtfulness that has insight that has theory baked in. When you create a course that has all of those things, you're gonna be more confident in the final product. You're gonna be more confident in your course, and when you're more confident in your course, it's easier to sell. And that's what I want to do for you. I want to help you create a course that works so that you are so confident in your course that you are like bursting to share it. When you meet somebody here like Oh, that's that's a participant That would be somebody perfect for my course. I want to tell them about it so bad, right? So instead of like hiding in your turtleneck, when people ask you what you do, it's an opportunity to just share because you are so excited about it. That's how it should be. I want you to feel good about your product. I want you to feel good about your course. I'm gonna help you create a course that works. Let's get started right now. The first phase purpose. I'll see in the next lesson. 3. Lesson 3- Why Purpose Matters for Your Online Course: welcome the phase one purpose. So, your course purpose. What's the point? No, literally like, what is the point of your course? Your participants need to know. But you also need to know because in the development process, if you need to know exactly what you're aiming for, if you don't have a target, you will be shooting everywhere and it will be mess. You will be stressed out and overwhelmed. So most course creators identify their problem. But few identified the clear purpose, the clear purpose on the course. Now I wanna I wanna distinguish between purpose and face six, which is solution so purpose. In many ways, you could also think of it as the outcome. And the solution is your full course. All of the pieces that work together to get the individual to the outcome to that purpose. At the beginning, I might say more. My course purpose is to again, um, have my participants complete the full course skeleton so that they're ready for production , right? They've got all the good stuff done. I know that it is overwhelming and it's intimidating, and you feel like you're an impostor when you're creating a course often times I've felt all those things. And so I want folks to create, of course, skeleton confidently, efficiently, and I want them to create a course skeleton that actually works, right, so you can see how your purpose will start to take more shape and specificity as you move through your cycle. The first thing, though, we need to identify the problem. Okay, so I'll see you in the next lesson, and we'll identify the problem. 4. Lesson 4- Name All the Problems You Can Solve: All right. So you're going to need your worksheet one out for this. You're gonna identify all the problems that you can effectively solve or keep one top box. The second box is gonna ask you to write down all of the problems that people ask you to help themselves. Okay, Pretty simple. Take some time. I know you can put content ballot boxes, own your expertise, own your wisdom. We all have things we are skilled at. So just tough set aside, confidently put in in both boxes. Problems you can effectively solve. And then problems that folks ask you to help themselves. And then I'll see you next lesson. 5. Lesson 5- Distill Your Online Course Problem: All right. So it's time to distill your problem. It's pretty easy. Whatever you to do is in the last lesson. We looked at the problems you could effectively solved and the ones that folks ask you to help him with. Where is their cross? Over. Where do you see a problem in both boxes? I want you to circle all of the problems that appear in both boxes. Okay, so take some time. Circle all the problems and parable boxes. If you don't have a problem that appears in both boxes, I want you to just look at box number two. Okay? Okay. No, You either circled all the problems that appear both boxes or you're looking at box number two A. To distill your problem. You're just going to ask really three things. What is the easiest problem? I could help people solve. What's the problem? I want to help people solve most and what might work all night. Okay. Easiest. You want to do it? Works online. Pick. You just need to pick, trust your wisdom, pick from the circled problems, or pick one of the items in box two that fits those three requirements 6. Lesson 6- Create Your Purpose Statement: All right. Welcome to your purpose for this course not your life purpose. I hope they align. Know? Perhaps that would be good, because this is gonna take some work, right to create an online course, and you should have some passion for it. So if you need to go back and distill, could you feel a little like may about that problem, go back our purpose. So now we need to flip that problem into the purpose statement. So, for example, the problem that people always ask me to help themselves is how on earth do I create my on my course? And they're not asking me about filming it. I'm filming this on phone, right? I am not a production person. They asked me about the bones of their course, so I know that that's no, that that's a problem. I also know about that problem that you know, people are overwhelmed, and when they're creating course, you feel like you're an imposter. And like I could never solve this for people. And you start certain questioning. They get lost in all of your content and expertise and ideas, and you don't know what to include. So you're gonna sort of think through all of the experiences of the problem, and then you're gonna flip it. So the purpose of this course is to help participants create confidently create and efficiently create and oddly course skeleton that actually works. That's our purpose to confidently and efficiently create an online course skeleton that actually works. So take some time with your purpose statement. And remember, this is not concrete. It's going to change a little bit, especially when you start talking to your participants. They're going to give you a few more, especially of like the emotional, the intention pieces so that your course purpose will start to take more shape. But remember, this is like the North Star. Keep shoe on track. It'll focus what you'll learn about later. Your factors, how you get people from a disease. So take some time Crater course purpose. 7. Lesson 7- Name Your Participant Groups: All right. So it was time to to your participants. So the first thing we're gonna do is we are going to identify five groups that deal with the distilled problem that you just noted. So five groups that deal with the distal problem. Now, I don't want you to get cartoonish about this. Like these have to be riel people, not sort of silly archetypes or avatars that your, like, brewing up. These are real people that you hopefully have encountered. You know, you have some experience with or, you know, you sort of seen seen them in the world in various ways that you could describe them pretty well. You know, you can start with the demographics, but get into what they love. You know how they move in the world, who they hang out with. What did they think about? What do they like to do? What do they believe in so groundless? In reality we're getting we're getting the foundation, the strong foundation for your course. So ground this in reality, identify five groups who deal with the distal problem. If you really having trouble with five, try harder, Aziz. Much as you can try harder if it's just not working, at least get over to please get over to If you want to identify more, great. So take your time five groups and I'll see in the next lesson. 8. Lesson 8- Distill Your Participants: All right. So you've identified. I hope five groups at least at least two. And if you haven't go back, here's that first time you're gonna go back, you're gonna go back a little bit in the online course model, you're given another try. All right, So I'm gonna assume you've got at least two, and I'm hoping you have at least five, and you're gonna look at your groups and you're gonna identify who you can access and who you like. So again, when we talk about validation, online course model has validation baked in, and it starts with you. And that's what we're doing right now. So of all the groups that you have identified, who do you have the easiest access to who's already part of your ecosystem? Part of your professional life or personal life? Who do you hang out with? Our Who do you You know, Goto conferences with who can you access? Easy. Don't. Don't make it hard. Don't make it so that you're on my courses serving a population that you then before you even sort of deliver that course out to them, you've got to find them. You've got a established trust and and report with, Um, it's fine folks who already trust you, who you also wanna send time with. So keep moving down through the group's cross out the ones you don't want to spend time on who you don't think you have access to. If you haven't nailed it down to one after one round through, you know who can access, who do we want to hang out with? Do it again. Who can I access? Easiest. Who do I like the most? Keep going until you have one participant group. Those are your participants, and I'll see in the next lesson. 9. Lesson 9- Anchor Conversations: So it's time for acre conversations. These are tough. Not gonna like really hard. This is one of the skill factors, as you'll learn later. That is key in our time together. Um, and it is essential for you to complete an online course that works. So the goal is to conduct three anger conversations. Uh, at least three. And all you're gonna dio is you're gonna connect with somebody who you identify as being in your participant group, and you're gonna go through and asking all the questions on your four page thinker conversation sheets. And it would be great if you could do it in person or via video, so you can get a little bit of body language info if you have to phone and then the worst said the words email or some type of digital survey, you're just not gonna get his rigid data. If you do go that direction, you're going to need more conversations. Will likely uh, no, don't go crazy with these either. You're gonna saturate your data, probably particularly if you're doing video or in person. You'll probably saturate your data seven or so, um, conversations with your participants. Um, I say three as a minimum. I really like five. I think that that can be it Can it can bring enough information enough really good information. Um, three Ken as well. Once you get past seven, you're just kind of getting the same old stuff, often times, and it's not gonna be very helpful. It's gonna take time that you don't need. Teoh give up. So it's essentially you schedule your first anchor conversation and your second or your third as soon as possible and get them done. Because once we get to validation, you're not gonna be able to move past the validation face until your acre conversations air done. So you're going to schedule them now? We're gonna move through factors we're gonna move through. The validation phase is, but you're gonna be stock. This stop stopped stuck at that point until your anchor conversations air done. So get him up. Get them done. You can do it. I'll see in the next lesson 10. Lesson 10- The KISS Factors of Your Online Course: All right, Welcome to factors Face the ringing. You are well on your way to creating a course that works. This is a really important piece of that. You need to identify your factors. So you're factors are the contributors and obstacles at play when you're participants are working toward that purpose when they're working towards solving of that problem, and so factor show up in four categories. Kiss. That's the acronym Knowledge, Intention, support and skill. Now they're in order for a reason. But I'm gonna explain knowledge and skill factors first. So knowledge factors are the essential pieces of information that your participants need to solve the problem for to take them to that outcome. Skill factors are the essential behaviors actions that your participants need to complete to solve the problem. So the difference between the two knowledge and skill really for knowledge. It's just a matter of the individual not having the information. Once they have the information, they're good to go with skill factors. It takes more effort generally information, less risk, less effort, skill factors, behaviors, actions, milestones, little action steps. Taking the individual up to that scale factor. It's your course is made up of these knowledge and skill factors, And when you identify and you're able to realize how bulky your course might be, you're able to make sure that all of the things that you are asking people to learn to do are worth it. And not only are they isn't worth it, does it resonate with your participants? Is it really necessary? If it's necessary? What are the obstacles that are gonna show up? Which brings us to intention, Factors there Obstacles. Hang with me here. Super important, a bit complex that I know you can weed your way through this. Work your way through the weeds. Intention. Factors are a function of four perceptions. So these air, not these air perceptions they might not be grounded in reality. This is how your participants for thinking the first perception your participants attitudes about how beneficial or not performing the factors would be. So you're participants would be asking themselves, Is it worth it? Is it worth it for me to learn this? To understand this? Is it worth it for me to practice this to engage in this scale factor? The second perception you're participants. Expectation of social network support to support. To perform the factors, they'll be asking themselves, What will they think? What will my friends think? Will my family think when I understand this, when I think this way, what will they think when I'm doing these behaviors when I'm performing these actions? The third perception, existing participation and factors by others in the participants Social network question here is Am I alone or your participants asking themselves when they're thinking this way, when they're working through this knowledge factor when they're engaging in the skill factor? Am I alone? Am I the only one doing this thinking this way? Is there anybody here to help me? And the final perception? Three participants believe that they can successfully perform the factors. The question here is, Can I do it? Can I learn this? Can I do this so you can see if your participants are asking themselves this? These questions there gonna have some trouble learning what you want them to learn, performing what you want them to perform. And if you don't predict these questions, they will wreak havoc on your course and participants will drop out. Participants will not achieve the purpose. They will not succeed in those factors, they will get to the uncle support factors. Those are the pieces those extra pieces to help folks overcome those intention factors. Support factors can take shits shape in so many ways. Worksheets, exercises, activities, journals, meetups coaching calls guys the limit. But it's what your participants need, specifically, what your participants need to move past that intention factor and understand the concept, the knowledge factor or perform the scale factor. We're going to lay out all of your course factors so that you know what's at play in your course. We'll do that in the next lesson I'll see over there. 11. Lesson 11- Name Your Online Course Factors: it's time to mean your factors, so I don't want to get too caught up in this. I know it could be a little complex. At first, it's This is a skill factor. It just takes practice, so continue to brainstorm as you move through, it will get easier. So I like to start off with skill factors, so you'll get your worksheet for also worksheet five or your knowledge factors you'll need those to suit could print out. Um, I start with you, usually about five and 55 School factors shoots five knowledge factor sheets because you'll need one sheet per factor. Um, and so if you don't have any skill factors in your course, he had to dio. But you could start with knowledge factors. If you're not thinking you have any right now, right? Otherwise, you start with skill factors. So remember a scale factor in action behavior that is necessary for your participants to complete to get toward the course purpose. So, for example, one of our school factors is conducting anchor conversations, so I'd write that in the top here on this box, conducting anchor conversations where it says name of skill factor and then the milestones necessary to achieve the scale factor. So you're just gonna go down the line? How do you conduct an anchor conversation every step from a dizzy try and do it in logical order As best as you can every step. Don't worry about what it sounds like. Or, you know, if it it's one of those factors that we just talked about will sort all that later. Okay, Right. Everything out. And then in the next box below that you'll see intention, factors, the obstacles. So we want to check in and see if any of those intention factors are at play with this particular skill factor or with this particular knowledge factor, you're gonna do the same thing. Pearl. Your knowledge factors. So is it worth it to conducting her conversations? Are my participants gonna ask themselves that? Probably I might have to convince them Probably will be too hard. But I'm in a circle that Can I do it? Yeah, that might be that might come into play. That might be an intention factor. Participants people could be, you know, really hesitant to conduct interviews. It feels like I don't know if I'm capable of doing this. So, Mr Cool that What will they say? Am I alone? Probably not at play Support factors. I'm gonna move down now. My support factors. I want to think about what I have here in my milestones, Every little step that I've just noted to satisfy this one skill factor. And then I want to look at the intention factors at play. And I want to think about what support factors I could include to help folks overcome those intention factors and or at least move through those milestones or that information the concepts more easily. No, you don't always have to have support factors. It might just be that this is this knowledge factor. Just would generally case for knowledge factor that you might just need text, but you might say like, Oh, this diagram would help because that's kind of complex, so you might need some images here. Support factors are just anything else that you want to add to help folks get the win. Okay, so if you have intention factors at play, you need to really think through your support factors and they show up in three ways. The support factors you include should either help folks except this factor as valuable. So they accept that. Yeah, this is a good way to spend my time, a good behavior for media engage in. It's a good thing for me to understand for me to know they need Teoh. The support factors need to help them adopt that way of thinking or that behavior. Take that first step, try it out. Four. And a support factor needs to help your participants adhere. Generally, this is more relevant to your skill factors and, you know, continuing to adhere to a certain action or behavior as part of that skill factor. But it could be also in with knowledge factors that, you know, maybe it's a really complex model you're helping that you want folks to understand and to really adhere to the model and apply it. Use it in the setting contacts that you want to have your participants use it. You're gonna need toe happier and have to give them some type of tool to help them in here . So maybe the you have, ah, worksheet that they can keep on their desk that they can refer back to help. Some adhere to that knowledge factor. So your support factors should help except the doctor in here. So that's all you're gonna do? You gonna brainstorm like crazy, and then you're gonna bring all of your papers together. You will have a lot. Don't worry about what order they're in or anything. You're gonna tuck them away, and we're gonna move into the next phase of development. It's important to step away for a moment just so you can breathe away from these factors and then approached them with a little bit of a fresh start. Beginner's mind. Okay, so I'll see in the next lesson. 12. Lesson 12- Distill Your Online Course Factors: time to distill your factors. So we're gonna do this by getting out just the skill factor sheets. Now, if you didn't have any scale factors, you'll do this with knowledge factors. If you only have one skull factor sheet, you're done, would you probably don't. But maybe you dio through, um so your skill factor sheets, you're gonna get those out, all of them. And I want you to put them in the order that you think his best. This is not reverse engineering from, you know, Zita A go forward with your thinking because it's sort of how we move in the world. How would an individual work their way toward the course purpose, utilizing all of your skill factors that you create it. Okay, So order them all from a dizzy okay, from first thing they need to do toe last, and then I've got a lot more. But okay, so them I want you to look over all of your skill factors and determine which ones are not necessary. You likely have some that are not necessary. Remember, you're creating your program for your participants. It's likely that this problem was something you've dealt with. I find that most of the folks I work with that is their experience. And that's part of their passion behind creating, of course. But remember, this is for your participants. How are they gonna move through? What do they need to do? Please get rid of anything that is not essential. And I know that's hard, but when you remove it, you can put it in a bonus section. You can put it as a lead magnet or as a block post, or as a, you know, fill in the blank. Thes factors are awesome, complimentary on materials for your course, but don't burden people through that content through those factors. And this they really need to. So you've pruned about all the extras you've distilled, your factors almost. Okay, one more step. Now you've got your knowledge factors as well. So what I want you to do with your knowledge factors is fit them in. Okay, so now you have your skill factors. I want you to fit your knowledge factors skin as prerequisites for the scale factors. So folks need to understand this knowledge factor before this skill on this here freight, So order them filling your knowledge factors, and then you're going to do it one more time. Is everything necessary? Is everything necessary now? I know you might have some knowledge factors that appear in your skill factor area. That's fine. That crossover is helpful. Helps you sort of keep track of who goes where. But what you're looking for is extra knowledge factors that are just not necessary. Take him out now you've distilled your factors. 13. Lesson 13- Validate Your Online Course (Without Imposter Syndrome): welcome to Phase four, which is validation. So I know I've dug into already what I think about validation strategies on how ineffective they are often times. The reason why we've waited until now to validate is simply because you have to work through that process of distilling those folks identifying the factors at play so that your program can really take shape. And then we're gonna go through a structured process of validation so that you get the most information. You get the multi refinement, the best picture of your course so that you can actually get an accurate and how helpful idea of how your program might play out. So the point isn't to say yes or no. It's to get more clarity on the specific delivery that your idea can take. 14. Lesson 14- Validate with Anchor Research: Congratulations. You've finished your anchor conversations. That is awesome. It is not easy to do so, um, now you gotta cerise those babies. You've got all this great data you need to synthesize. It makes sense of it. Take action with it. So what I like to do is those anchor conversations, summary worksheets. I like to print out three of them, one for each one of my conversations, and then I'm going to summarize one conversation per worksheet. Okay, so you're gonna get out your anchor conversation. Let's just get your 1st 1 that you did out and get your ankle conversations Summary worksheet. And this is how you're gonna do it. Real simple. Top left corner. You'll just move through the boxes summarizing each question. So top left story of the problem from your anchor conversation Summary worksheet. You're gonna look at your anchor conversation. It says Q one. So the student that you had your conversation with, your gonna summarize their answer to question one, and you're gonna put it here in this box? What's the story of the problem in their own words? Next one vision of success, you're gonna go to question number eight and you're going to write your summary of their, um, their day when their problem is sold. All of that wonderful. Those feelings. What it looks, how it feels for them. You're in a summarize it. No, I know these boxes are kind of small, and that's the point. I want you to get really tight in your summary. Really concise. Should all be on this one sheet. Um, you can kind of ignore the colors right now. We will come back to them, so just just fill in the boxes, summarize each, and then you're gonna have three summaries, right for one. For each conversation, you might have more conversations. Do a sheet for each. Then you're gonna go over one more time. You're gonna summarize your summaries. I know. Uh, it's really helpful, though. So you're gonna look at your summaries, all three of them. It liest, maybe more. And you're going to do one brief assessment first notice. Are they super different? If you didn't have any similarities across your conversations, it's possible that your problem is too big. That could be one thing. It's also possible that you didn't access your student group. All right. So brief assessment if you found that, actually, the kind of similar I see some similarities here. It looks like folks kind of want the same thing. Okay, that's good news. I like to Then look at those three summaries and go down one moral print out. Another Baker conversations summary, and I'm going to summarize those summaries. So look at all three. Start with the top left box story of the problem and write a summary for the three conversations you had or more. If you have five conversations go through at the end, I want you to end up with just one anchor conversation Summary sheet. This is like your your compass for your course. In many ways, it's gonna give. It's gonna give you so much information. It's gonna really you back. When you go too far out, eso finish your summary and then I'll see in the next lesson 15. Lesson 15- Validate with Inner Research: This is the validation practice that just kind of shocks most books, which is terrible. It is so important that the program that you are going to share with the world is a good match for you. Talk about product market fit all the time. But what about product? You fit product teacher fit. You have to be able to deliver this program and engage in it and authentically work with your students in a way that works for you so that you're not feeling depleted so that you're not feeling like you're underwater in the weeds or overwhelmed all the time. So we're gonna take a moment, do little mirror and just check in and see what you have and what you might be missing. 16. Lesson 16- Validate with Market Research: so market research takes shape in a similar way, as you might find on most validation approaches, which is, do a Google search. See what is at the top. But what I want you to do is tow approach it with a bit of a different perspective. The idea here is to gather a picture of other online courses, not from a comparison perspective, but you really understand the bits and pieces that they're working with. And now that you're really understanding the language of online courses and the essential pieces, you'll know your assessment of these courses will take such a more sophisticated and precise manner than before. When you know when folks are sort of approaching online courses and don't understand what an online courses built off of, then it's easy to just compare courses. A study based on a stud X or, you know, the presentation style, the sort of the bigness of the character, right, and it gets sort of lost in the flare, and the content is ignore. But you you know the good stuff. You know what makes up in on my course, so you're gonna assess it differently. So when you get in the market research. I don't want you to get lost in this. It can. You know, folks can get lost in market research for eons. They never career the course. We're to keep it. Um, we're gonna keep it efficient. So you're gonna go to Google, read a little bit more about that in the text, just three courses that you're going to assess, and you're gonna look at them as far as how they're describing the problem you're gonna look at them is how you know who their student group is, the factors that they're using. You look at the strengths and the weaknesses. Weaknesses. Keep your notes pretty concise from you can print out more of these sheets if you need, but keep it. Keep it accurate, Little precise. You know this stuff now, you could make a really good assessment on these courses. You are gonna also note course duration and costs can just be a little helpful. That kind of see where folks are positioning on the other piece on your worksheet are toe look at, of course, platform and assess three or so courses from that platform again with the same lens you're looking at how they're interpreting the problem, who they're serving, what factors air they addressing strengths and weaknesses, course duration and cost. So put your of course, scientist hat and lab coat on glasses and assess objectively, scientifically, and then I'll see in the next lesson. 17. Lesson 17- Validate with Safety Research: all right, so safety research sounds super boring. I know it is really important, though. It's just a box that you need to check off when you're creating on my course for any programmer intervention. Let's be honest. So what's important to do here is to make sure that your course abides by any best practices for the field. That that course would sit in. And also then, any safety concerns that might arise when folks are engaging in your factors trying to solve the problem. So for those of you who have professional by singers that you need to abide by, this will totally make sense to you, where you have your ethical code and things best practices those air. The those are the things you'll want to go back to. Check your board, make sure that you are abiding by all best practices. There might be specifically certain some technology, um, notes that you'll need to address. That could be the case if you're working with sensitive data. So whatever your field is, make sure you are meeting best practices, so if you are a professional with a license for that, you need to keep up with you probably get this now. If you're not, this might still be relevant for you. For example, you might be a health coach or, um, teaching yoga, and you're creating a program around one of those top accepted into your scope of practice . Now, even though you don't have elation share to, you know, stay with for your state. You do have ethical responsibilities in your role. And so you would want to look at if you're working with anybody with a certain diagnoses that your factors abide by those best practices as well. Now the next boxes really addressing safety concerns. And this is pretty much relevant for anybody who's creating an online course. Um, and so take some time here with noting any safety issues that might arise as folks engaged with your factors and trying to solve the problem. It might be the case that have a super safe course, and it's like me. There is nothing. It's safe, you know. We're working on stirring water, and so you don't have to address much, but you might be surprised us, Um, the safety concerns that, but that could arise, and you needed to decide if you need to address them. If there's disclaimers that need to pop up if you need to change a factor so you don't have to deal with it because it's outside of your scope of practice, right where it's outside of your skill set. So just take some time with your safety research and just make sure that your students are safe. 18. Lesson 18- Organize Your Online Course Factors for Success: it is time to organize your course. And so what you're gonna need are all of your factor sheets and your anchor conversation summary sheep. So I want you to get out all of your skill factors and knowledge factors have them in the border that you had, distill them. And if you if they got out of order, doesn't matter, you can order them. The the way that you think you're participants should move through the program. What is the logical? Even though humans aren't logical, what what is a logical order of factors that folks should go through? Okay, But now we know that participants will have more success if they move through factors that are easiest to hardest and that they like to dislike, right, So they need mastery. They need success along the way to pull them toward the harder, more difficult stuff. So take a look at your factors and determine the ones that you noted as sort of the beginning. Are they tough? Is really like a slog to get through some of those factors at the beginning. If it is, you need to reorder your your participants need some success early on. If if a participant doesn't have success within the 1st 2 weeks, and that's pushing it. But if you've developed trust from rapport with participants, let's assume that if they don't get a win in the 1st 2 weeks, so some type of sense of I I achieved that factor. I did it. I learned it. I completed it. If they don't get that, they are likely gonna bail. They're not gonna hang with you for the rest of the course. So give your participants something at the beginning if that means you go out of order. That's okay if you can't go out of order. If it's going to ruin everything, then you need to create a quick wind factor. And so you can go to the lesson for creating quick wins. But you know, you have created a factor set that you think and that you know, you've you've heard from your participants. That's the best for them, so you don't want to necessarily burning them with more factors unless you really have to, unless you have to give them ah trophy at the beginning. Because getting through all the other factors a super tough. If that's the case, it's also you might want to pause for a moment and ask yourself, Do I have skill factors that are actually courses in a in and of themselves? Are your skill factors really tough? And that maybe you created, like, four courses instead of one? So think through that. So again you're gonna organize. Reorganize your course based on your participants interpretation of your factors. Your anchors conversation summary sheet will give you that information. The red boxes on that sheet will tell you if this stuff is tough. They will tell you if this stuff is a dislike. So remember, easy like hard this like beginning to end. 19. Lesson 19- Your Participant Guided Skeletal Check: All right. So you got your courses organized. You've got You're three a strategies. You've got a lot. A lot here. You've got this beautiful course skeleton. The last thing you want to dio before you dive into, you know, filming wordsmithing. Whatever it is that you're going to package up the skeleton in, you want to check back again with your anchor conversations, and you want to just make sure that the delivery space when folks described what they were ready for us for is the delivery what they wanted that you're still in the sphere that your except adopt. And it here strategies are consistent with the delivery that you didn't just add a lot of information that you see also in the dislikes or obstacles that they've had. You know, that you just haven't added more work to your people that they don't want that they are open to that. They don't like that. They don't feel works for them. So again, just check over now what you have check in with your anchor conversation summaries and see that you still have an agreement there 20. Lesson 20- Your Holistic Online Course Solution: All right. So it is time to create your course solution. So I'm gonna give you re sources suggestions of how I like to do that. Um, as faras, you know, tools for filming ideas around your course. Copy, uh, tools to help you create your work sheets. But remember, less is more here, and as you start to create, you will probably notice that you're able to remove some factors. Okay, So have these. Your factor sheets are our everything. Your acre conversation and you're factor sheets are everything because what you can do is you can realize, like, Okay, this is getting so bulky. I feel like people are never gonna get through this freight. Such good insight. Pull out some factors you will probably release again. Like I said, it's not necessary. There's many paths. So, um, our time is not is not done. You've worked your weight through this model, and you are going to create a course that works. I know that Try to work through those intention factors that I know are going to stand in the way of of where we're leading up where we're leaving off and and when that final beautiful course gets revealed toe to your participants. There are intention, factors toe work through. You know you could do it. You're here. You're committed to creating something that truly matters, and that's effective. So that in and of itself is evidence of your expertise and your thoughtfulness. So move ahead as much as you can with confidence. And again, Like I said, our time is not over. Please ask questions that you might have, so you can find me at my website course science dot com. That's where conversations are happening, to dig more into this again because what's so cool about this is once we get the science, then we can get creative right, and that's a lot of what's happening at course, signs that come when she got the bones. Then we can get creative, and it's all about discussion and ideas, you know, and sort of stepping out, taking a little bit more of an objective look and then trusting that you have the sound structure to create something that is unique and that is effective and that truly resonates with who you are. So thank you and I want to send you best wishes for your course and for your experience as a course creator, and I hope to see you again