Tag Archives: showcase

Showcase #4 + Showcase #5 – double header

Today we presented two showcases back-to-back. It was a double-header, where we told people about what we do and what where all about, and more. It was awesome.

Learning for professionals

We’re not just about building courses – we’re passionate about working with you to design, develop and deliver unique and engaging learning – for professionals.

What’s so different about what we do?

We know professionals are different, not only from the typical undergraduate student at university, but also from each other. They might be juggling full-time jobs, they might be taking on some extra study while commuting, maybe balancing family life or studying at odd hours. They could be new to technology or very familiar.

My point is, we look closely at the end users, right from the start and then uniquely design for them.

We always aim for a modern look and feel – that combines the flavour and function of present-day websites and services our participants may already use. We make sure our learning can be used on any device, which is reassuring, particularly if our participants are returning to study after a break, or learning on the go.

Ease of use is crucial.

There’s no point in having a text-heavy video or document for example, when we know that our participants could be accessing their content with their smartphone. Our approach means that our participants’ efforts are fully-focused on their learning – not trying to figure out what they need to do.

Everyone is busy these days, with competing demands for their time and attention. Our goal is for all our learning experiences to be comfortable, calm, warm and welcoming – as well as concise, professional and even, fun.

We carefully design our learning so that participants know from the very start what they need to do and how they can do it.

Our learning is designed to make it easy for participants to identify where they are in their learning journey, navigate to where they need to go and also track their progress. They can pause their learning on one day, and then easily pick-up where they left off on the next.

Our learning is practical, relevant and immediately useful.

There are many reasons why professionals undertake learning, such as filling knowledge gaps, preparing for promotion, or even a career change or pivot. We understand this which is why our learning features in-depth content, practical examples that our participants can explore and then immediately put into practice.

Some learning may require more intensive educator engagement.

We design for this with options for live events and facilitated workshops to foster collaboration and rich discussion.

Professionals often need to show proof of their learning, such as digital credentials that can be displayed on the LinkedIn profile or on their CV, or even an artefact of their learning that demonstrates their newfound skill in a way that’s meaningful to them. Our learning is intentionally designed to do all this.

My point is, if you need to make a professional development course there’s no need to panic.

We’ve got you.

 

My own commode story

Preparing for the showcases and learning my lines felt very much like Mr Orange learning his ‘commode story’ as part of his research into becoming a character in his role as an undercover cop.

To do this job you gotta be a great actor. You gotta be naturalistic. You gotta be naturalistic as hell. Because if you ain’t a great actor, you’re a bad actor. And bad acting is bullshit in this job. Think about it like a joke. You memorise what’s important and the rest you make your own, alright? You can tell a joke, can’t you?
The things you gotta remember are the details. It’s the details that sell your story. You gotta take all those details and make them your own.
While you’re doing that you gotta remember that this story is about you, and how you perceive the events that went down. The only way to do that is keep saying, and saying it, and saying it.

Showcase #3

Today was Showcase #3. Much like Showcase #2, I showed some examples that demonstrates how our learning is designed to meet the unique needs of our learning cohort – our stuff is designed especially for working professionals, leaders, teachers, or even trainers.

Tech education for clinical educators, or EDTECH as we refer to it, is a great example of a course where we invite participants to bring their own professional context to the course.

Over each week of the course, participants learn about the how and why of particular technologies e.g., video, visual media and interactivity, but also the explore the underpinning learning theories of instructional design and how people think and learn.

Participants leave the course with an artefact of their learning that’s applicable to what they do for a living as clinical educators – it’s a lesson plan that describes a piece of tech-enabled learning that they can deliver.

Design Thinking Now is designed for anyone, particularly those in organisations who want to develop their skills in the process of Design Thinking and ready themselves to apply their newfound skills to a situation (in their workplace) that’s meaningful to them.

Each week of the course is mapped to the Design Thinking process, where participants find out about the underpinning principles, theories and approaches, hear from experience practitioners and complete learning activities to cultivate their emerging skills.

It’s not just Design Thinking there’s a lot of Design Doing – throughout the course a series of Design Thinking templates are used by participants to explore their ideas and practise their Design Thinking in real life, resulting in a final presentation and reflection.

Civics and citizenship, also known as CIVCIT, is a course designed especially for Victorian secondary school teachers to increase their understanding of Victorian Curriculum Civics and Citizenship education.

The content is rich and generously laced with live facilitated-workshops, weekly ‘office hours’ with the course educators, research-based learnings and in-depth interviews and video reflections from secondary school teachers who share their experience of their own CIVCIT journey.

Like Ed Tech, participants leave the course with a personalised lesson plan that they can their use in their teaching.

As the title of the course implies, the Compassion training for healthcare workers course is designed especially for healthcare workers.

Compassion is known to benefit the patient but research now shows that compassion is a positive state of mind, increasing the wellbeing of the giver and protecting against burnout.

Participants make their way through four weeks self paced online content that covers what compassion is, the science underpinning it, how to transform empathy into compassion to avoid empathic distress, barriers to compassion, how common humanity can strengthen universal unbiased compassion and strategies so that compassion can be sustained in daily life.

Again, thinking about our cohort we intentionally designed the course to have a modern feel. We wanted the participants learning experience to be calm, warm and welcoming.

Each week of the course is carefully chunked and sequenced to make it easy for participants to identify where they are in the course, navigate to where they want, and also track their progress – this enables them to dip in and out of their learning as need and then easily pick up where they left off.

We’ve designed for the learning to action-based and practical, encouraging participants and inviting them to actively engage in the READ, WATCH and DO.

Because this course is all about developing skills that can then be applied to a professional practice, there are many opportunities to practise compassion exercises as listening and reflective activities.

By the end of the course, participants will have the knowledge and skills to engage in their professional practice with greater compassion.

Notes…

On reflection, this wasn’t the greatest showcase for us – low energy and a mixed and muddled message. We’ll need to work on it before Showcase #4 and Showcase #5 in April.

Showcase #2

Today, the team presented a showcase to a number of potential clients who are interested in how we might help them out. It was all hands on deck, where each team member had a chance to talk about our approach to designing learning experiences framed around professional practice and also present examples of work we’ve done – great stuff.

I presented three examples that demonstrated learning designed to meet the unique needs of our learning cohort and how they’re not the typical university undergraduate – our stuff is designed especially for working professionals, teachers and trainers.

Tech education for clinical educators, or EDTECH as we refer to it, is a great example of a course where we invite participants to bring their own professional context to the course – the artefact of learning (assessment) is the creation of a lesson plan they could then use in their own teaching.

Civics and citizenship, also known as CIVCIT, is a course designed especially for Victorian secondary school teachers to increase their understanding of Victorian Curriculum Civics and Citizenship education. The content is rich and generously laced with live workshops, weekly ‘office hours’ with the course educators, research-based learnings and in-depth interviews and reflections from secondary school teachers who have already returned from their own CIVCIT journey. Participants leave the course with a personalised lesson plan that they can their use in their own professional practice.

Design thinking now is designed for anyone who wants to develop their skills in the process of Design Thinking and ready themselves to apply their newfound skills to a situation (in their workplace) that’s meaningful to them. Jamboard-based templates are used by participants to explore their ideas and practise their Design Thinking in real life, resulting in a final presentation and reflection.