Instructors Overview 003: The Process

Instructors Overview 003: The Process

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The Process: It’s simple. We branded the process back in 2013, but you have known the process since 3rd grade. It’s basic outlining. In our brand, it’s called granulation. It extends from the idea of fracturing a bolder into smaller and smaller size grouping until you are left with dust. This provides a great metaphor for project development. For this lesson, I will dispense with the metaphor and get right down to the process.

Universe of Your Expertise

List all the things you know how to do and could possibly share with others. Think of those things that you do naturally that others find difficult. Think of those things that people ask you to do for them or tasks they ask you to do for them. You may have been approached and paid for some form of instruction, training, or tutoring. Those count as well. Keep this list as a living document. Add to it continually as you think of innovative ideas. Consider that any idea can morph and become unique based on the angle you approach it from, the audience you target for explanation, and the delivery you have in mind.

Composing Sections and Ability Objectives

Select one of the ideas from the list you created as your universe of expertise. Consider what would be the beginning, middle, and ending content of the course. Write these as the sections. Identify what the ability would be when a student finished the content for each of the sections. List these abilities as behavioral-verb statements extending from the phrase, “After this course, the student will be able to:”. For example: Create a course outline and lesson list.

Creating the Course Topic Outline

Create an outline that includes 6-8 Lesson Topics/Chapters. Take care that these fit logically and developmentally within the sections you created in the previous step. Script about 3 points for each lesson. Develop an activity related to each lesson that the student would rehearse to demonstrate understanding of the topic presented.

Additional Engagements

Sections, Abilities, Lessons, and Exercises make up a basic course. Compose your script for each of the lessons. Produce that content with video of your presentations for each lesson, submit through the EduMAW system, and make corrections based on our review. Set your price, confirm the launch, and advertise your revenue generating course to your audience. You may also want to add additional elements to enhance the sense of engagement in your course. Discussion questions, quizzes, vignettes, and case studies may be employed as engagement tools.

Discussion questions are thought-provoking questions that the student may ponder and respond to. The best of these will connect with values and integrate knowledge and skills presented within the lesson. Quizzes are objective questions that are pulled from the content or extend the content integrating knowledge obtained in previous lessons. Vignettes are introductory scenarios typically presented at the beginning of the lesson. The best of these are brought up again with discussion questions or case studies. Case studies are systematic decision systems causing the student to reflect, make choices, and justify those choices utilizing the knowledge, values, and skills presented in the lesson. The best of these integrates elements of and builds upon specific objective knowledge and a situation, population, and context that the student has some familiarity with. The additional challenge is whether the student will utilize the training provided or stick with tendencies and instincts unrelated to the lesson.