Instructional Design | How to make effective online courses

1. Trailer: What makes a great learning experience? Hey guys, my name is proud and welcome to my course. Today we're going to be learning about how you can make a highly effective online course. We're gonna get into the details of what works and what doesn't. We're also going to get into what you need to be doing if you're teaching a skill, new knowledge, or maybe you're trying to modify someone's behavior. The Internet is a big place and you need to stand out and drive value each and every time you get out there so that people pick you each and every single time. What are you waiting for? I'll see you inside. 2. Introduction to making an online course: Hey, guys. And welcome to today's session on how to create impactful online courses. My name is Pratt and I'll be your instructor today and I'm really excited to have you guys on this journey with me. So without wasting any more time, let's just jump right into it. So what makes for a memorable learning experience? Was it the slide? OK, maybe not. Was it the textbook? Try again. So what was it? The correct answer is your teacher. Now, what made this teacher better than everyone else? So first off, they were probably really easy to understand. And this refers to structure, the way they spoke and how they structured learning to cater to everyone and not just a few people. Another reason you might remember them is because they were highly engaging. And this just means that they would really interesting to listen to. They took their time to make their lessons fun. And this is why you probably remember them even today. I put point was that they clarified gaps in learning and this could have to do with their entire attitude towards your learning experience. This probably meant that they took extra time out to make sure that everyone in class was on the same page and they were just clear on all the concepts before moving ahead of the lesson. Our last point doesn't really have to do with education, but it's really important that the person is a nice person to begin with because you're going to remember them outside the classroom for just being awesome. And this is going to make you want to take the classes even more great. So now that we know what goes into this, how can we apply these principles when you're making your own online course? So what's different when it comes to an online course? So first up, you're going to be dealing with a lot of different people. And by that I mean different demographics. You could be dealing with an audience in the United States, India, Japan or anywhere else. And for that exact reason, you're going to experience a whole bunch of different types of learning challenges that come with having to deal with people of different cultures, different ages and different backgrounds with this much diversity. It's expected that people are going to have different ways, that they actually imbibe and engage with your content. Some learners may prefer a visual alternative. Are those auditory and some may prefer to learn by actually doing things. So these are all various learning styles that you have to keep in mind when you're designing your online course. A major challenge that you will face is getting your students to actually complete your online course. They're not really to blame for this simply because you might be dealing with students who have different schedules. And this could mean that someone is able to devote maybe an hour a day. Some are able to devote five or more. And this is going to make a big impact on the kind of learning outcomes that you're able to deliver. Now, with different motives comes different levels of motivation. And let me explain what this means. If your online course is about something specific that teaches somebody a way to do something better, that can help them financially or something that can give them a skill that they need in their workplace, you will have a much better shot of getting your students to actually complete what you're teaching them simply because they'll be motivated to do it so that their lives improve. But in the event you're doing something that may be a little bit more hobby based, it again depends solely on what level of interest you're able to hold over a long period of time, because after all, it's about the teacher and not so much about what's in your material that makes a difference in the coming videos waiting to get into how you can develop curriculum specifically to train or teach somebody a new skill, knowledge or how to modify an existing behavior. Stay tuned and I'll see you in the next video. 3. What are learning gaps?: Hi and welcome to my class today. I'm so glad that you're here. I'm very excited to help you in your journey towards making a really effective online course. So as you probably saw in my really enthusiastic introduction video and online course, needs to help you stand out. You need to be able to deliver your content in such a way that is better off, otherwise your contents just not going to stand out. You know, it has your own unique style in some capacity. And that's what I'm here to sort of help you with today. Before we begin the class, I'd like you guys to go over the following three questions. Stop. Or what are you trying to teach? Who is your audience? And is it knowledge, skill, or behavior that we are going to be using these three questions in our class project. So a little bit more about that as we progress, let's continue on with the lesson. So what is a learning gap? Simply put, a learning gap is just a difference in what should have been launched and what was actually locked. I think a lot of you will sort of related to this simply because whenever we try and explain somebody something new, it's very likely that they understood something completely different from what people are trying to tell them. This difference is basically what causes those learning gaps. So learning apps are typically of three types. You have skill gaps, you have knowledge gaps, and you have motivational gaps. The first thing we're going to discuss now is skill gaps. Any new skill that you want to teach someone and I don't care what you're trying to teach. It could be video making, pottery or anything else. All skills have this particular structure that they follow. You have an information component and then you have a really vigorous practice session. Your attitude towards what you're learning really matters. And that's by phi thing, probably the most important thing because your attitude towards that particular skill is going to determine whether that skill hangs on in your life or it's just going to get erased by your memory. Once all four elements of this are combined, it amounts to you successfully developing skill. Now, let's juxtapose this a minute and let's compare it to a recipe by drawing this particular parallel, I want you all to think about the last time you tried to cook something. If some of you in here are professional cooks, then of course think of an example where you were big enough. But what this typically means is whenever you try and learn a new recipe, you're definitely going to read the recipe. You're going to figure out all the things that you need. That's just like the textbook knowledge of it, but you're never going to get it right unless you actually practice the recipe a couple of times. This is the point I'm trying to illustrate here. Once you do something enough number of times, you're going to develop a natural level of muscle memory towards it. Think of something that you make every day for yourself. It could be a sandwich, it could be a cup of coffee. Isn't this just like automatic? Isn't this something that you don't even have to like think about? So this is what I mean by muscle memory. It's just sort of ingrained in new. And that's the level of skill development you want when you want to achieve mastery in something. A last point has to do with, do you enjoy it? We can talk about hobby based skills and work based skills. When it comes to this, for example, things such as video making. Video making can be very interesting, but it's going to be relevant as long as you are actively involved in making videos. If you're not, then that's just really not going to hold your interest very much longer and you're probably going to like, forget all about it. What's important is that you know what you've learned and you're trying to get better at it every time. So the next kind of learning gap that we are going to be talking about is a knowledge gap. We can start by lowering this by x by checking out this particular statement. What use the under screen is, you need to work hard to become successful being a business owner. So let's highlight this word. Sorry, let's just highlight these words. Work hard really quick. Now what's really important to know here is, when you say work hard, do you know what your learners definition of this word is? Because simply put, your definition of hard work could be, could mean something far more rigorous than what the other person is expecting. It's always important to be on the same page whenever you're seeing something vague, like hard work because if you don't define what hard work is, then the other person's going to have a very tough time understanding what to expect. So this is where we get to the comparison of prior knowledge and learn meaning versus new knowledge and intended meaning. Prior knowledge and learn meaning is a combination of knowledge, experience. You could learn how to do something, and then you could learn what it is for the meaning is just by experiencing it. New knowledge always has a desired output whenever it talks about an intended meaning. And the learning gap typically happens whenever there is a mismatch between what the person already knows and what the person is trying to get to know effectively, learning as nothing more than a bridge right here. It's a bridge between what you already know and what you want to know. Our last point has to do with motivation gaps. Inherently, a motor give, a motivation gap arises whenever somebody doesn't see the value or the point of doing or learning something. Honestly, this could be one of your students. In some cases, this is one of your students might be going through something of far greater pressing importance then completing an online course. Another point to be cognizant of, in this case is the point that pertains to limited reward. And let's say you're in like a corporate training or lack of professional setup. And you have you have somebody who's trying to teach their employees a whole bunch of new things. And the reward at the end of it is a promotion or an incentive. The employee's going to think whether it's what his Diamond effort to actually stick around through with this. Because ultimately, people learn things to benefit themselves. If there's a very limited reward at the end of this big joining, then that's going to show in the level of motivation all your employees have as well. Great, so we've covered all of the three types of learning apps. Our next question in this case is, how much of this kind of stuff can you actually control? And that doing an online course. So coming up, we're going to learn a little bit about how we can design our learning in such a way that caters specifically the skill, knowledge, or motivation. Stay tuned, and I will see you in the next video. 4. What are the different styles of learning?: Hey, everyone, and welcome to today's session about the different kinds of learning styles for all of you who were there and the previous lesson, today's lesson is going to examine how people actually learn. We're going to run through this really quickly so that you guys can understand what are the different types of learning styles that you guys should be cognizant of. Without any further ado, let's just jump into it. So our first kind of learner is a visual learner, and these are typically people who work really well with diagrams, illustrations, things of that particular nature. People like this prefer to read things on their own. They may not be such active participants in the course, but they are the people who will definitely refer to all of the downloads and CDs and other material that you share simply because that's their preferred way of learning things. What's interesting to note here is people like this tend to have little scribbles. They tend to draw and illustrate all of their ideas. And you can see this on all the different kinds of material that they may have. You can see what you can see if the person's a visual learner, because you're going to see a lot of doodles on their notes and you're going to see little arrows and things that sort of indicate to them what corresponds to what. When visual learners get bored, typically they tend to prefer to watch something. Several of you on this particular Skillshare course might be visual learners because you're used to referring to either a book or a video whenever you want to learn about something new. Our second most common type of learner is an auditory learner. Auditory learners are really big on just listening to the instructor speak. They may be people who just watch your video and they might they might get distracted and do something else on the side, but know that they're actually listening. This is unlike Visual knows who. The minute there's a disconnect from the material, visually, they may tune out. But that's not the case with this kind of learner. People like this are known to use voice not known to put these little voice bytes next to their notes. They may be using a program such as Evernote or Microsoft, one note to take their notes because they feel that it's really important for them to supplement their learning with any sort of auditory material in their free time. People like this prefer to listen to podcasts. They like to listen to music, and that's their primary way of learning new things. You can also expect to see a large number of this kind of people in your class remember to provide a lot of material that is video or audio based. Whatever is relevant to what you're teaching. iPod style of learner is a tactile. So tactile learners are those who learn by doing things they may not be so tuned into using written material or audio visual material to learn, but they prefer to do things by actually experiencing them. So tactile learners work really well if there's like a buddy group situation happening. And we'll get a little bit more into that so that you know how to facilitate something like that in your online courses as well. When tactile learners are bored, they typically tend to do something that uses their hands. This could mean video games. This could mean pottery or anything else. I know this is like the second time I've used the example of pottery class, but yeah, I guess I just like pottery. That's the style of learning you can expect to see in your type in your online courses. So stay tuned for the next lesson where we're going to get into how to teach a skill to somebody through an online course. We're going to jog through it really quick because we have a good amount of material to cover. If you're with me so far, thank you for your patience and I will see you in the next video. 5. How to teach someone a skill through an online course: Hey everyone and welcome to today's class on how to teach someone a skilled through an online course if you've made it this far. Congratulations. And before we proceed, we're just going to discuss who does cost might actually be beneficial for if you're a teacher, if you're a content creator or even if you have your own business and you're trying to teach your customers about your products. Or in the event you're a corporate manager and you look in the learning and development or trading side of things within your company, this cost could be very useful for you in the event you're someone who just likes to learn about, well, how people learn the skills you learn in this course, maybe applicable to how you deal with other people whenever you are in some kind of a learning scenario. Before we proceed, let's just do a quick recap on what we learned about learning a skill. So if you look at this diagram uphill, you'll know that this is something that we covered in the previous video. We're going to elaborate on this a little bit further by putting these particular skills that we've learned into a lesson plan so that we can make it a lot more actionable for all of you. Before we begin any lesson, there's always the topic of what do you need. It's wise to assume that not every student has access to everything they need to get started with your course. So what do we do? The first order of business is to create an entire list of tools and resources that your students might need. It really depends on what you're teaching. In the event you have a cost that has to do with photography. What are some softwares that you're going to need? What are some tools you're going to need? Is that a camera involved? This is just, for example, giving your students information like this makes them prepared for what's to come. Our follow-up question is, what should you know when we talk about what should you know? This comes in terms of setting the students expectations before they're able to take your course. So first up is your course material delete technical. Do you have a list of prerequisite knowledge that a student would benefit from? If so, it's really important to mention it towards the beginning of the course, especially if what you're teaching is very technical. Next up, always mentioned what level of difficulty, of course is that if you address your courses towards beginners, note that you're addressing and larger target market because in most cases, whenever somebody goes online to learn something, they usually have no prior knowledge of it whatsoever. So know that the beginner market is the largest. So if you want to potentially attract a large pool of students than this is where you should be targeting the mid to advanced degrees of difficulty when it comes to courses. Those in particular should only be attempted if you're really masterful in whatever you're teaching or talking about, if you take it from me, I would suggest just go for Beginners course. Almost everybody trying to learn something online is a beginner. So you'll be in very good hands on that point. Let me segue a little bit into learning outcomes. Now, this is where you should be explaining to your students at length about what they are, what they can expect by. This has to do with setting that expectations on what they're most likely to learn. You can choose to outline learning objectives as for chapter as bottom module. However you wish to structure that the more information of course, more useful this is Lastly, let's get to what to expect. Now, this is from the perspective of you as a teacher, of number one. As a teacher, you have, you have the right to tell your students what you expect from them as far as time and effort goes. Because in the event you're teaching a new skill that has to be some degree of practice that goes into this. Therefore, it's very important that they set aside dime specifically during the day, during the week, whenever they can do actually sit down and practice what they've learned. Only then would they be able to effectively replicate what they've learned in the classroom? Second up is their expectations. Now is anybody going to become a master at something just by taking one online course? No, they're not. Their mastery depends on how long the skill is used in on a daily basis and whether it holds any relevance to them. Maybe one year from now, two years from now. This has to be something that they're trying to learn for the long run. If it's a short-term exercise than in all probability, they're going to remember like the broad outline of what you've taught them. But in, in all probability there, most of it keep that in mind when communicating learning objectives to your students. Last up is your expectations as a teacher when it comes to online courses, understand that most people don't even bother finishing the entire online course as an instructor, it's unrealistic for you to expect, like complete don't out, and a 100% attendance or participation whenever you're teaching an online course as your instructor today, I'm just going to ask you to have realistic expectations when proceeding. But this, not all students are equal and certainly not all digits are equally. Having said that in mind, let's proceed to the next. So great, you finally made it. So we are finally at the point where we're going to be discussing our lesson plan. Our lesson plan is going to be critical for you to actually structure out all of your pieces of learning so that you are able to explain it to your students better. Step one, when it comes to learning a new skill is of course, the introduction of new knowledge. And here's the thing about new knowledge. Now, whenever you learn something new, you, everybody has their own base of imbibing new information. When you first start your online course, just think of what your class profile looks like and tailor your base accordingly on an online course. This just means having a general rule of thumb, which means that you need to go do fast nor you go too slow. Something that is easy for everybody else to follow or follow along. Remember to speak very clearly during this time as well. Because in the event you are from a particular country, people from other nationalities might have difficulty understanding what you're saying. Makes sure to introduce that particular factor as well. When it comes to new knowledge, a lot of people make this mistake of having a really large initial knowledge, that knowledge dark. But the problem with an enormous knowledge dump is that your learner often gets all over and it's too much information at once. And so if you just keep piling on resource after resource and just a whole bunch of new technical knowledge, your learner's going to feel overpowered. Overwhelmed and they're going to withdraw from the entire learning process. They're going to withdraw from the motivation that's required for them to actually stay put and put in that work. This is where we step into step two, you have to supplement all that you are teaching with something that they already know. And this is fairly easy to do. Think of any sort of common knowledge that almost everybody has. And you can use this to your benefit to create that bridge. For example, we can use metaphors. We can use everyday situations. These are all things that people across the world have in common. It becomes easy for you to convey your point and for you to become relatable as a teacher. So proceeding a little bit into this, let's start off with our lesson plan. So first up, you have a new piece of knowledge and you have to take and breaking it up into exact segments that you think are applicable at each time. Think of your learners bring as a big Microsoft Excel sheet. Now in an Excel sheet, you have rows, sorry, you have rows and you have columns. So think about structuring your information in such a way that it fits into one excel sheet. If it fits into an Excel sheet, guess what? You structured your learning in such a way that makes it easier, that makes it easier for somebody to absorb it into bite-sized learning format. Once you've created this excel sheet, think about putting in big chunks of time devoted exclusively to practice in an online course. The way you can get people to practice and be accountable is simply to get them to make a video for you. Videos are by far the most accountable way of ensuring that somebody's putting something into motion. Let them be very detailed about it. Let them, let them talk about each and every step they followed. A great thing about this is that it'll give you insight as a detail about various knowledge gaps that happened. Because what you're going to notice in your final class projects is who actually low and what you were talking about and who actually came up with their own idea of what you were talking about. This is really important in making sure that your learning is clear and people are actually absorbing what you're talking about. Grid. So now that you sort of structured everything into like a few practice sessions, once you've practiced, guess what your learner is now, diode. This is very important now to supplement what the person has already learned with some older knowledge. And this is what we discussed earlier on literally maybe like 30 seconds ago in this video, the good thing about all knowledge is that it allows the learner to relax a little bit and process what he's already logged. Think of it as an uphill Johnny. It's gonna keep going like this. However, moving at this kind of base is unsustainable because, I mean, think of think of what happens if you're going for a hike. Can you hike up exclusively uphill? No, you can't. So what happens in this case? You're moving up at a particular base with the introduction of old knowledge, guess what happens? You flat noun. So it becomes a little easier for the. Not to adjust, it becomes very important for us to have all knowledge to be supplemented, whatever you're teaching them, that's new, that's allows them to take a bit of a break mentally, and it allows them to also process tanks that they have already learned about. Step five is a revision break. Now, in a division break, it's very important to give your learners breaks because even if you don't, they'll take them anyway. Think about all the times you were in school and your teacher decided a child through maybe do Jap dose in one lesson and interest became a little too overwhelming. So you like mentally do not expect the same to happen with your learners as well because they do are going to do now to if you don't give them a breather from time to time. Okay, great. Now you're back. So once they are done with that brick, makes sure you introduce them to something easy. I'll let you be the judge of that because of course you're the master of your own material, introduced them with something easy and think of it as exercises for your brain to get warmed up. You don't want somebody to come in from a brake and then you assault them with like a ton of new, really difficult material. That way the brain just switches off and it doesn't want to do any more work. So this is what, so this is what you need to be doing. You need to introduce something easy. And then right away, you need to follow it up with some more of your new knowledge, which is then difficult. That's what I'm talking about when we talk about step seven. Step seven is you basically going about and putting this process into a full circle. So you'd need to follow this particular format when I will be, when you're trying to teach somebody a new skill, there you have it. Step eight is rinse and repeat, just follow this process whenever you're trying to Dede somebody a new skill. And you'll see how they find it easier to develop this implemented in their final goods if you should choose to take one. Now people often ask me brac, your key, you keep talking about practice. Now, how much practice can I realistically expect from one of my students? And that's a really good question. So your practice depends on four factors. Typically, number one is variability. Whenever somebody practices this skill, how many different kinds of outcomes that they're going to be. So for example, if you're teaching somebody how to do math, there's going to be literally one answer is 0 variability in that there's only one right answer and nobody can convince their way out of it. However, if you're teaching something created like painting, not everybody's going to make the same kind of paintings. So you have to put, you have to remember that, see how you can assess your students skills accordingly. Second up is rate of error. Rate of arrow corresponds to what level of mystics or at all are tolerated within this particular skill you're learning. Now think of a corporate situation where you're teaching somebody sales skills or you're teaching somebody how to operate a piece of very important software. Is that a very high level of adult that is tolerated? Probably not so. You have to devote that amount of practice considering the kind of outcome that you, that is expected. Number three is muscle memory. Are you teaching a skill that has to do with something physical? So a great example of muscle memory is kitchen training. Whenever people are learning how to become chefs, young chefs typically practice chopping vegetables in various styles and formats for like hours and hours and hours, yell at sometimes. When it comes to things such as learning how to become a sushi chef de practice this so much that it becomes second nature. And that's what muscle memory means. It's an almost unconscious movement and that's true skill mastery if you ever saw it. Our last metric is reaction time. Reaction time refers to how urgently Do you need the skill to be put into practice. This becomes particularly important if you're trying to teach emergency skills, such as fire safety or CPR in the event somebody is sick or somebody needs urgent care, how confident are you as a new student to immediately put whatever you've learned into practice. Let's say it's your first day at a CPR course and you're instructed dot q, how to give someone CPR. Are you confident that you'll be able to save someone's life? So those are the kind of questions you need to be asking when you start designing your course. In the case of CPR, summaries going to need hours and hours of successor of successful practice to make sure that they're able to successfully revive somebody. So keep that in mind when you're making your bosses as well. A great thing to notice, and this is where I'm going to take the example of video games, because nobody else other than video games does this really well. You have to take into account the power of feedback. Feedback needs to come to you constantly and you need to find a way to put this into your online course. You can choose to have feedback by giving people small assignments and allowing for peer review. Peer review makes this really easy because it gives you an idea of what the other students levels are and what everybody else is thinking when they're trying to absorb your material. In the event your material has an element of urgency, consider the buddy system. The buddy system is a great way of pairing up loners, that they keep each other accountable, as well as allow you to provide them with the assignments that replicate real life situations. Now, over the course of your entire online course, you are going to come across an opportunity for you to start sending all of your students into a particular group. You can choose to make this group on Facebook. You can choose to make this group on telegram or any other sort of social networking site that you want. The goal is to provide a place for your students do interact with each other, as well as to raise questions and doubts about what they might have. Lund. Once you've successfully finished all of this stuff, something you must be doing is sending in your students for on the job coaching. And on the job coaching is typically where the shadow, someone who's already got the skill that they're looking to learn. Think of it as an apprenticeship. It's what chefs do. It's what new aspiring tattoo waters to. It's when you go and you sit with someone who already knows the skill you're trying to learn and you obtain a new sort of like absorbed their skill. You observe how they're doing things. And you take what you've learned in new, apply it and you become better as you observe them. So there we have it. This is how you did somebody a skill Online. It really depends on how you format your lesson. If you have any doubts, I'm going to leave, I'm going to, I'm going to leave resources in this particular class folder for you so that you can access it whenever you need to. So that whenever you're teaching your online skill. So thanks for watching, and we should move on to the next lesson really soon. And the next lesson is going to be about how to teach knowledge in an online course format. So stay tuned and I hope you don't miss out on that as well. See you in the next course. 6. How to teach knowledge through an online course: Hey everyone and welcome back to day two, where we're going to talk a little bit about how we can teach knowledge in the form of an online course. Let's get started. So first up before we begin, let's just run through a checklist of who might find this useful, similar to last time, this content is again, really good for anybody who's in education. You could be a teacher, you could be an online CUDA. And if you're in the business of basically exchanging information for money, this costs might be for you, if you're a corporate trainer who has to convey vast amounts of company knowledge or learning to other people within your company than you might find this useful as you are designing your own new training program. Lastly, for those of you who are again learning enthusiasts and you'd like to learn what it's like to effectively teach or effectively convey information to other people, then stay tuned. This course is going to be great for you. I'm gonna get today's lesson starts off with a very simple question, and this is going to seem, or at least simplistic, How many of you actually know what knowledges? Now, you can take a second and think about it, but I'm just going to run over to the next slide and tell you anyway. So this is what knowledge really is. So knowledge is a combination of what we know, what we think we know. And lastly, what we want to know. Now, all three of them have a very unique relationship to share. And I'm going to get into this in a little bit. All three of these things dying to each other in a process, if you will. This process goes round and round as and when new learning sets in. So to further understand this better, let's jump a little bit into our first subtopic, which is Brian knowledge. Think of prior knowledge as being one of the building blocks of you learning something new or whenever, you know, whenever you have a piece of knowledge, you're going to use that garden piece of knowledge to blend two roots in the new piece of knowledge. It's this bridge that we are particularly concerned about, as I might have explained in my earlier class, all new learning happens when a bridges created between your own learning and your new learning. And this is what we are going to be talking about a little bit more. The first thing to remember is how to make learning actually worth remembering. Because in today's day and age, everybody has this constant assault of information and your information has to really stand out in the event somebody has to retain it. So what makes learning, what remembering, step number one, make your learning relatable. By making your learning relatable, people are going to draw from that personal experience whenever they interact with your subject matter. And this is really important because the minute, the minute any kind of content feels relatable, people are going to ascribe some sort of personal value to it. And when they do, it's more likely that they're going to take your content seriously and they're going to remember it. Take the time to think about any personal reasons why people might be learning this particular piece of knowledge. When people have a personal reason to learn something, they're going to be all the more serious about it. And that just benefit to you as an instructor. Point number three is to force law and asked to engage with your material. And you can do this by designing your course in such a way that it makes it possible. As I mentioned in my previous video, you can think about creating a Facebook group or some sort of online forum where people can get together and collaborate on what they've learned in the classroom. If you give them the opportunity to do that, they'll be all the more receptive. And they can also use it as a platform to address any doubt that they might have. Our last point is make them experience it. Now what do I mean by when I say make them experience it? Making them experience material is the difference between reading a textbook and reading a really nice and interesting novel. The difference in the Styles is basically that in one style, which is the textbook, I'm pretty much telling you what you should note in the other style, I am showing you what you should know, the difference. And this can be shown by the style of writing or the style of narration of your content. It's important to make the law and experience what you're talking about. And when you do that, the learner is going to like an edge to whatever he's learned in the past. And he's going to make a personal connect two words. It great now that we've spoken about what makes things actually worth remembering, let's talk a little bit about some simple tips and tricks we can use to actually keep our audience's attention. Because in the event you're going to be teaching knowledge. We're talking about a lot of heavy material, a lot of concepts. And if we don't make this interesting, learner attention won't be that great. So let's illustrate this by learning a little bit about the human brain. This applies to pretty much every single person. The human brain has two aspects of it. One side of it is rational and logical, and the other one is really impulsive and emotional. To illustrate this point, Let's think about something that you'd like to do that you know, is not really good for you. Can you eat candy every single day? Maybe you want to, but that wouldn't be a good thing. That's where the emotional and irrational side of you sometimes wins. The logical side to you knows what is right. But in most cases the emotional side often wins. This is simply because us, as human beings fall prey to our emotions far more than rational thought and reason. Now the same applies to learning, and we're going to talk about how we can use the emotional and distracted side to help the rational side lawn better. The most important skill you can have at this time is the scale of storytelling. Why is this? From time immemorial, people have used stories to convey information. And stories are just a style or format that appeals to just about everyone. If you use this particular format to convey what you're trying to tell people, they're not going to see it as so stressful as learning new things. They're just going to listen to it as a story of best practice in this regard is to take all the knowledge that you want to convey and make it like a story. If you make it like a story, it's going to have a beginning, a middle, and an end, and guess what? Even most traditional processes or any kind of information that has a level of linearity to it. This would apply the same to it as well when talking about your story. The most important thing is to be extremely liberal when it comes to examples. You have to give examples in almost a three is to one ratio to make this really effective. If you do so, people will have no problem understanding exactly what you're talking about. And I'm going to refer back to the point I said earlier, where learning is a bridge between old knowledge and new knowledge. Or knowledge can well be the example that you're talking about. Because in a lot of cases, examples are taken in reference to normal everyday objects that people already know about. So you're just making it easier for yourself if you use a lot of examples. And I would recommend all instructors tried this out on their courses. Now, when making your learning content, remember to follow this recipe if you will. You have to, you have to have knowledge. Then follow it up with an example. Followed the example up with an example about the new topic of knowledge, and then follow up that example with the new knowledge. So if this sounds a little complicated, let me use an example to illustrate this. For those of you in countries that have automatic transmission in your cars. So, well, where I'm from, we have a lot more stick shift and we can, we can think about how this is applicable while learning how to drive stick shift. Knowledge is doubling the bursts and how to put the car in gear. Once the bosons put the car in gear, show him exactly how to do it again. In the event this Boston has a few difficulties understanding to create a successful gear change, you need to also show him how to live the clutch pedal and time. So you're going to follow up this example of moving the gear shift with how to release the clutch pedal at the same time, once the Lona has demonstrated both actions properly, follow it up with new knowledge on what the clutch pedal is, what it does, and how it helps the GAR actually well, you know, move. So think about all of the information that you're trying to convey in this particular type of format. And you should have no problem structuring your learning to make it extremely effective. So if you're with me this far, now's when we get to the lesson plan, similar to how we did in the previous lesson. And we're going to talk about it in a very long and detailed way so that you understand how to frame your learning so that people actually stick around and derive value from it. So like I had mentioned, you start off with new knowledge and take your time to explain this really well. You can, you can be as liberal as you'd like. You can talk about examples. You can give written information, all of the things that you think might be useful to your learner, but keep it, keep it to a limit so that it's easy enough for them to understand. Follow that up with another really detailed example. Now introduce a part example and then segwayed with some interesting knowledge about the same thing when you are at step three, kind of do the same thing that you did when you were out. Step one. And really elaborate on what you want to teach your learner. So great you've gotten this far. So it's very important at this stage to sort of summarize, just summarize whatever you've taught your, whatever you've taught your loner, do a quick division just so that you know that they are on the same page as you announced. Time to add a little bit of new knowledge again, once they've perfected this and they've plateaued out, it's time for you to introduce more knowledge so that they can add on to what they already know. And once again, once you've added onto this, follow it up with another example so that people actually know what you're talking about this time round and there you have it. Step eight is once again rinse and repeat. Which means that everything you've learned so far needs to be set into like a process and it needs to be followed again and again. So if you can do this effectively, incorrectly multiple times within your set structure of an online course, you would have successfully dot somebody some new knowledge. Great, thanks for listening. I hope you found this informative. So stay tuned and we're going to head on to the next video really soon. See you then. 7. Modifying behavior through an online course: Hey everyone and welcome to today's class about how to change of behavior through an online course. I'm so proud that you've made it this far in the course. Behaviour is an essential building block of just about any new type of learning. So it's really important that we figured out what kind of value you can expect to get hill. So first up, let me start off by saying that modifying behavior is by far the toughest. And I mean the toughest. It's simply because human beings are hardwired to behave in a way that's within that comfort zone. Therefore, in order for you to facilitate some kind of behavioral change, you're going to have to push people out of their comfort zone. So without any further ado, let's see what kind of people might actually find this kind of thing useful. Once again, on the list we have corporate trainers. A large part of training within organizations is to facilitate some level of behavioral change. It could be it could be a modification in sales training or within the customer service department of your company. Corporate trainers have to deal with this all the diode second op is sports and athletics. Now in the event you're trying to train somebody within a professional sport or toward our national or state level athletics, then this could be extremely useful for you as well. Worn number three is customer facing roles. Customer facing roles include those that have to do with guest service, the ones that have to do with helping customers out. Any sort of front-line employee can really benefit from any sort of behavioral training. Last up on the list, we have substance abuse and rehab. This is probably one of the most impactful changes you will make in the event you are in the business of helping people out through their addictions. So to understand behavioral change, let's take a look. The human brain. So as we learnt in the previous lesson, the human brain has two sides. One is logical and practical, and the other one is really emotional and distracted. What's very important to know right now is that the emotional side of your brain is going to win each and every single time when it comes to behavioral change. So what do you do in this case? It's pretty simple and I'm glad you asked US what the emotional side of the brain wants to get, what the logical side of the brain needs. And let's explain this in the next few steps. So obviously when I say trick your brain, I don't mean trickier students. If you lie on manipulate your students, you're not going to get a really good feed back off of that sort of thing. So it's essential that the environment that you create for your students is a place where they feel the need to adopt a new behavior. If you make it a motto of your die with them. In this particular case, the behavior is more likely to get accepted and absorbed. Now, obviously this is easier said than done, because in the event you want somebody to actually learn what you're teaching them, you have to convince them off its value. And this can often mean drawing parallels to things that they actually want. So in the event you're trying to train somebody for a boxing championship, you have to dangle the price of becoming the champion. This is the only thing that's going to motivate and facilitate that behavioral change. Your students will be far more cognizant of recognizing patterns such as this before they try and do an older behavior. A followup question that we often have is, is this behavior actually useful? And you'll have to prove your proof of concept to the person who you're trying to teach this to. So for example, within basketball, or if you're trying to teach them to shoot a basket or land after damping a slam dunk in a particular way that's less injurious to the joints. Then you have to demonstrate the obvious value hill. You have to convince them that you're doing this so that they improve and that they benefit. You can choose to segue this into actually finding out whether the learner thinks this is helpful or not. And you can do this through a series of questions of West, a series of feedback forms. And you can find out whether the person who's actually learning this is going to continue using this. And they'll only do so if they see it's apparent value. Let's move on really quickly to the new behavior checklist. Now, I'd like you to follow this particular checklist whenever you're trying to implement or train somebody to adopt a new style of behavior. The first is, is this behavior change actually helpful? Is this something that's going to make a massive difference in their life by doing so, are there are some inherent benefits that they're going to see right away or other benefits going to show up much later on in life. So these are some questions that again, you should be cognizant off before you begin to put this change in place. Second up is, does your learn and know that this is actually useful to them? Do they have any particular idea as to how their particular behavior right now is negatively affecting their life. If so, this might be a good way to get them started headfirst into what you want them to do. A third has to do with, is the change in fact, easy or not. In the case of something that's like a deeply rooted behavioral problem. It's going to take a lot of diamond effort to actually get somebody to change if the change isn't easy. How can I, as an instructor, helped my students in such a way that they find this transition a lot more simpler to deal with within their lives. So these are some basic questions and this comprises of the entire checklist in its entirety. These are things that you have to ask yourself as well as your students just before you begin the course. Great. We're finally here. So we're on the precipice of learning a little bit about the lesson plan that you're going to need to create your online course. This time, it's going to be a little bit different. And I'll show you how when it comes to changing behavior, about 70% of the effort that you put in has to do with motivation and keeping the spirits up. In fact, only 20% of all of the instruction that you are going to be giving them is going to be knowledge-based. So here we are at the lesson plan. Step one is to get your students to believe that they are actually capable of achieving this behavioral change. This is really important, especially in the case of D addiction or anything where the behavior that you're trying to change is actually harming your student. So think of it from that particular perspective. They say misery loves company with that statement whether the Segway really quickly into step number two, which is the buddy system. Make sure that they, make sure that your students are not alone in that journey towards getting behavioral change. You can facility this by dividing your class or by creating an online group that allows all of your students to interact with each other. They can leverage it to improve their learning as well as support each other through their journey. And That's where we get into step number three, which is build a supportive community. Building a supportive community comes with a couple of ground rules. You have to put these ground rules in the description whenever you create a Facebook group or, or create any other sort of, by doing this, you're guaranteeing a safe environment for your students. Step number four comes from how they utilized this environment in order for behavior successfully change, people need to be applauded along the way, people need to be celebrated for their smaller achievements. Validation is by far the most important thing, and it gives students the confidence that they are indeed heading down the right road when it comes to implementing this in their lives. Step number five is handling emotion. Now along the way, you can expect some of your students to trip and fall. But what's really important is that they don't give up even if they fall and succumb to the behavior that they were trying to get rid of. Its very important that the community is there for them and they don't chastise them for falling. In fact, they need to be even more supportive at this time and lend a helping hand to those people who are actually in need. Great. So once you've gotten this particular mechanism sorted, now's the time to build a process. A process is your roadmap for ensuring behavioral change. You can choose to quantify your progress by setting metrics, as well as celebrating milestones within a particular timeframe. This gives students the idea that whatever that they can't take all the time that they need to in order to achieve this change, they have to do it within a particular time limit. If you make that abundantly clear, they're going to work all the more harder to make sure that they achieve their targets. Whats targets without a few milestones. And that's where our final point off milestones comes in. Milestones have to do with significant achievements over the course of the journey that the students taking celebrate and cherish these particular milestones because it shows that your students on the way to learning a new behavior. And that's something to be really proud of. So there you have it. That's how you did somebody behavior change to an online course. Stay tuned and we're going to be talking a little bit about the tools that I recommend that you use over the course of your journey. Thanks for watching, and I'll see you in the next video. 8. Tools to make your online course: Welcome back, and we are almost done. I promise you, this final video is going to be about some of the duals that I use whenever I'm making my online courses. I just thought I'd share this with you so that in the van, some of you have never met an online course before in your life. You know where to start without further ado, let's get right into it. The first thing to get right is your core structure. Ideally, use an excel sheet to structure all of the information that you want before you go about researching and compiling your course. The second thing to remember is, of course, the format that is to be used. And this would depend completely on whether you are choosing to teach a skill, knowledge based information, or are you trying to facilitate behavioral change? So all three of those formats have been shared with you in the previous videos. So if you have any doubts or if you'd like to revise on one of them, I recommend you go back and watch one of those videos. Once you've created your course outline and structure, the other thing that you want to take into consideration is the way you indent on teaching this. And this is a very personal thing because some people may not be very comfortable in front of a camera. Some people might prefer to let the material do the docking. They well, I mean they do do docking. They follow it up with just a voice-over narration. So we're going to explore some of these techniques that you can use in your courses. Our first under teaching styles is picture or image overlays. So image overlays are very common across most of these video editing platforms. You can use any of those. You can use anything from Camtasia to final dark bro, This is nothing more than an image stacked over the video and it's pretty self-explanatory. If you're, if you have any doubts on how to use this, you can definitely check out a bunch of resources on YouTube that explain to you how to do a photo overlay. And this becomes very interesting when you're trying to juxtapose video as well as images. It's very similar to what I'm doing right now. Right now, my slide is being overlaid with this video of me talking deal. So this is exactly what you can expect to see. When it comes to slides. It's better to have a little bit of information and to let you do most of the docket, it sort of gives the viewer a little bit more value in the sense that he's just not going to read everything off. If you're over there and actively explaining your point and your perspective on things, loner feels like he's being led down a particular learning journey. When it comes to like the video of you that you'd like to shoot. Ideally use something that allows you to filament a higher-quality in a lot of online courses, even if the video quality isn't really good, you can, you can almost never compromise on the quality of sound. This equipment might sound really expensive to begin with. But if you're choosing to make online courses as something supplemental, maybe you can borrow it or maybe you can buy it whenever there's a really good sale going on or something. These are things that you definitely would need to invest in at some point in order to make your video making journey a little bit easier. Our last point has to do with narration. So in the event you have just a few slides and you just like to have your voice or somebody else's voice over the same thing, explaining what's, explaining what's happening. Then you can choose to either hire a freelancer who was more than happy to do this kind of voice all the work for you. Or you can get a friend or somebody else who you think has a better speaking voice, the new that is, in the event you don't wanna do it yourself. And you can get them to do it for you. All it takes is a script, if you have it, or a few talking points. Let's move over to duels and software. When it comes to the kind of video editor you should be using. If you're just starting out, I'd, I'd recommend you go with something three, there's a, there's a ton of free video makers online. And if you Google it, I'm sure you'll get like a bunch of results. Otherwise, if you're looking for something that's a bit option, Camtasia is great. I myself use Final Cut Pro because I prefer to use a lot of Apple products. So I'd rather have something that's part of the same suite of deck. And other really important must have accessory is a really good microphone. A really good microphone makes your audio better and it makes your video far more engaging. When it comes to mix, you can choose to go as simple as the microphone inside your headset. If you own airports, you can choose to use the mic over there. I personally prefer a stereo microphone, something that connects to the top of my camera. And there are many great brands that do this as well. So yeah, you can definitely have a look on an oil. Don't be unnerved by the amount of equipment that you're going to need to actually start filling in your own videos. It can be done on a budget if you should choose TO, but try never to compromise on quality. Lastly, we are going to come to software and subscriptions. And in this regard, there's going to be a lot of tools out there that actually help make learning a lot easier. Some of these could include animation software, software to actually develop, lay creative. One of the softwares that I like to use a lot is something called Canva. And I'm sure a lot of you are familiar with it. For those of you who don't know, it's probably available free. If you'd like access to all of that extra upgrades, you can choose to do that as well. But again, that's completely OK. God, I am not trying to sell anything. Do you hear it's all like do you man? There you have it. These are all the these are all the tools that I personally use. That's it. I mean, this brings us to the end of the course. It's been one hell of a journey. And this is my first skill share costs. So it's been a really crazy experience actually putting this together for all of you. Doing it in like a work that will set up is different. But then actually sitting here filming from my home here during the pandemic. It's quite something I hope that further down the line, maybe in a few years I'm going to look back on this video and I'm going to be like OK, create. You stuck through it and you actually got your first online course out. I hope you guys can see the same and I hope to see a lot more online courses coming up soon from all of you. Next up we're going to get into the class project a little bit, so don't forget to check that out. Otherwise, it's been an absolute pleasure to teach you this day care and see you in the next video. 9. Class Project: Hey, you made it. So we're finally at the end of the course. And as is customary on skill share, there will be a class project that you guys are going to have to do. I hope you guys remember these questions that we were discussing a little bit on earlier. Hopefully you guys have found the answers to these because this is where you're going to have to put it in motion. Your class project is for you to make a video on how you would need something online. It could be anything and it doesn't have to be extremely long. I'm thinking of something just maybe like two minutes and you don't have to actually make the cost for this particular project. You just have to explain how you would do it. Hopefully, this clarifies any questions whether this is going to require a whole lot of effort. If you don't have a lot of equipment, that's fine as well. You may use your camera phone. You just explain what you are looking to do, dry and use a few slides if you wish to, ALS or radio would just work fine. I look forward to seeing all of your submissions. Thank you very much for watching all of my videos and I will see you in my next course. Thank you very much.