2 Welcome... to your step by step course creation workbook. It s great to have you here. I actually get excited to watch people create their new course. You see, you have so much knowledge and so much passion, to watch that turn into a course is a beautiful thing. This work book is your ticket to creating your own course. Start by printing the workbook out. (You'll find that you may need extra pages as you go through, that's fine, you can always come back and print more later.) Follow the instructions in each step. Rearrange the chunk and topic pages if needed... And voila! A course. It's as simple as that - so what are you waiting for? Grab your pen and start writing - start getting all of that wonderful information out of your head and into your course. And make sure that you tell me all about it. Come and share in the Trainers Academy, Tell me what you are building! I can t wait to hear all about it. Your tough love specialist and Kick ass training buddy - Sam Nordberg
3 Section 1: Audience Let's start at the beginning... Who are you actually writing your course for? You see, I ve seen so many people jump in head first and start planning their content and recording videos without really thinking about who they are talking to. Are they male or female? Young or old? Local or far away? Do they have a family or pets? Do they work or run a business? Does any of that even matter? What are they passionate about? What do they get giddy excited about? What are they gossiping about? What are all their friends calling them about? What do they hate? What really rubs them up the wrong way? What do they really want to learn about? And importantly how much do they know already? The more you know about your target audience, the easier it is to write a course that suits their needs (that will sell!)
4 Who is your course for? (Write as much as you can about your audience can you fill the box?)
5 Section 2: Objectives An objective is an outcome What you would like the end result of your course to be? Think in terms of the knowledge they have acquired or the skills they have learnt. It s time to be really really clear about what you want your students to get from your course (start with the end in mind!) Some examples to get you going: A mechanic wants to create an online course for women, to help them learn more about their car. He might say "by the end of the course I would like women to feel confident when doing a basic maintenance of their car, including changing the oil and tyres, so they don t have to fear going for a service and not knowing what is going on That's the end result for his students, when they have finished his course, based on the new skills they have acquired. A nutritionist who wants to create a course teaching about whole foods might say by the end of the course I want people to have a passion for choosing whole food that fuels their body, and is good for the soul A social media specialist who was writing a course about Facebook ads might say: by the end of the course I want them to be able to create great Facebook ads, that convert to red hot leads for their business See the pattern? Think about what your student will know and be able to do by the end of the course, think about how they will feel how will you know if they have been successful?
6 What are your objectives? What will your students know/be able to do, by the time they have finished the course?
7 Section 3: Create a name Now, your course needs to have a name... Don't freak out!! This can always change along the way. You might come up with something sexier or catchier - it's not set in stone. It s time to introduce your course fill in its name tag below, give it a name, and breathe some life into it. Note: Don't make it too fancy or complicated. Your course name should make logical sense for the kinda thing that you are teaching and be clearly understandable... Confused people don't buy anything!
8 Section 4 : Clear your head It's time to work out what you actually want to teach, what content are you going to include in your course? Write your course name at the top (or slap bang in the middle if that floats your boat) of the page Find yourself a quiet spot Light some candles and play some Barry Manilow ok maybe not, we re not trying to romance this course But you do want to find yourself some alone time, put on some of your favourite music and just write. Write until your hand hurts, write until you head hurts Don t doubt yourself, don t stop and think about it too much. Just write down everything you can think of that has to do with the title of your course and the thing that you want to teach. Try and write down everything you know about it. Keep it short and simple here single words and acronyms are fine this is for you, not a finished project. So ready, steady, clear that head of yours, dump everything on the page go, go, go.
9 Brain dump here (Or use bigger paper if you want!)
10 Section 5: Clean up Ok so a brain dump is a great way to get a piece of paper full of stuff, but if you are anything like me, all you have now is a piece of paper full of lots of words, all jumbled together. It s time to clean that crazy mass of words a bit, go over you list and: 1. Cross out anything that doesn t make sense (if you re brain dumps are anything like mine, you ll look back at some words and wonder what the hell you were thinking at the time!) 2. Cross out any double ups anything that is the same or so close to being the same that they could be taught at the same time. 3. Cross out anything that doesn t really link back to the main topic/title of your course you can always save that one for another course. Now you can re-write everything you came up with but this time there slow down a little and really think about it. As you re-write you list on-to the next page, try and group like subjects together things that make sense to be taught at the same time.
11 Write your list here
12 Awesome believe it or not, you are actually well one your way to having a course. Ok, so that might be a little hard to believe but organising your thoughts and getting something on paper is a big first step and often the hardest part to get going So go grab a coffee, put your feet up for a bit and take a brain break you ve earned it.
13 Section 6: Finding some structure. Courses are broken down into topics (think of these like chapters in a book) large segments that need further explaining. Topics can be large and quite broad. Each topic is then broken into chunks, little bite size pieces that are easily digestible and easy for a student to learn. Chunks should be small and manageable, you don t want your student to feel overwhelmed. A nutritionist might decide the one of her topics is superfoods, and one of those chunks might be Quinoa. You have to remember, that just because you know this stuff and it is easy to you, it s not for your student. Chunks should be small segments that make sense as a stand-a-lone and fit together with other chunks to form a topic. If the topic was Facebook, chunks could include profiles, pages, running ads, groups..etc
14 Example: So to make that all a little easier to understand, this is an example of someone who was writing a course called Buying your first dog. They have listed the topics that they want to cover and then would break each topic down into little chucks. They would break down all of the topics eventually, but in this example they have broken caring for your pet into choosing the right food, walking and exercise and then grooming.
15 Section 6 your turn Now it is your turn. Using your brain bump list from before start to sketch out your topics and chunks (you may want to grab some extra paper at this point ) Chunk Topic Chunk Chunk Chunk Topic Chunk Title Chunk Chunk Topic Chunk Chunk
16 Extra space just for you Chunk Topic Chunk Chunk Chunk Topic Chunk Continued: Chunk Chunk Topic Chunk Chunk
17 Section 7: Breaking down the chunks There s a set formula for laying out information within your course, a formula that works, a formula that is used around the world and taught to trainers time and time again so use it! For each chunk you layout your information in a specific pattern
18 Teach the content: In this section you share your expertise with your students. It s time to teach them what you know. You could create a video, or a power point with a voice over. You could design downloadable pdfs. You could just write the content into an . For this one little chunk, teach the student what they need to know. (When you start to write out your content, think of it like wiring a book. You need an introduction to the chunk, what is it and why is t important. You need a middle, where all the juicy stuff goes And you need an ending, some kind of wrap up Share a story: As humans we learn by story, you only have to look at religion, history and culture, to see that we have always passed on information using stories. It s the reason that Frozen was such a popular Disney movie, it told great story arcs. Share a story with you student. There are lots of options, you could: - Tell them about how learning this information really helped you - Tell them about a time when it all went horribly wrong - Tell them about the success another student has already had by implementing this information - Tell them about a celebrity or public figure they are familiar with, who uses this information There s a huge range of stories that you can share with your students. Find one that really links to the content they just learned, it will help the content stick and give your students a greater understanding.
19 Make them do it: This part is vital. Students learn by taking action, they learn by doing and implementing it themselves. And the faster they implement, the better. You don t want them waiting weeks or months to try this stuff out, get them to try it straight away, strike while the iron is hot. You could: - Set them a task to go away and complete - Ask them to video themselves doing something - Set a challenge or a competition - Write a series of questions for them to answer Or much more. Find an activity which works well for the kind of information you just taught. Give feedback: This section is optional. If your student has interaction with you or with others participating in the course, then this is where you want to give them feedback on their progress. This is a great time to share with them what they did well, and offer suggestions to improve on next time. If you are selling a course where the student doesn t get interaction with you, and they just buy the content then you can skip this step. Provide additional resources: To really cement the students learning, you can now provide them with a heap of extra stuff for them to absorb. This is the perfect time to give PDFs, checklists, links to blogs that you think they might find really interesting, links to videos that go over the subject in more detail or add extra content. You can provide as much as you want here, but make sure you don t overwhelm your student too much.
20 Section 7 : An example Sticking with our dog theme, here is an example of how one chunk might look.
21 Have a practice pick one chunk of your course and lay it out below. Topic: Chunk: Content: How will you deliver this content: (Video, PDF, , images, other?)
22 Story to share: Activity: Feedback? Additional resources
23 Now it is time for you to put it all together Just follow the pages, print extra if you need them and off you go. These chunk pages are designed to be moved around write out your chunks, one by one, you can decide which order the fit in and add and remove chunks where needed. But something that is really important to know before you put your head down and bum up There is no right or wrong There is no perfect number of topics (some people like 4, some 6, some 8 hell you could have 29 if you wanted, but it would be a long course ) There is no perfect number of chunks There is no perfect way to deliver the information I ve seen some great videos and some shocking ones, I ve been a part of amazing courses that were delivered solely by and then courses that had huge fancy membership sites. There isn t a right way to do this Fill in your topics, create your chunks and then work out the rest Trust me on this one! Here s to taking massive action to progress over perfection. Off you go! Create that course!
24 Course Title: My course Course Topics:
25 Topic: Chunk: Content: How will you deliver this content: (Video, PDF, , images, other?)
26 Story to share: Activity: Feedback? Additional resources
27 Topic: Chunk: Content: How will you deliver this content: (Video, PDF, , images, other?)
28 Story to share: Activity: Feedback? Additional resources
29 Topic: Chunk: Content: How will you deliver this content: (Video, PDF, , images, other?)
30 Story to share: Activity: Feedback? Additional resources
31 Topic: Chunk: Content: How will you deliver this content: (Video, PDF, , images, other?)
32 Story to share: Activity: Feedback? Additional resources
33 Topic: Chunk: Content: How will you deliver this content: (Video, PDF, , images, other?)
34 Story to share: Activity: Feedback? Additional resources
35 Topic: Chunk: Content: How will you deliver this content: (Video, PDF, , images, other?)
36 Story to share: Activity: Feedback? Additional resources
37 Topic: Chunk: Content: How will you deliver this content: (Video, PDF, , images, other?)
38 Story to share: Activity: Feedback? Additional resources
39 I can t wait to hear all about the course that you are creating Where to from here: Come and share all about you course with me on Facebook. Or drop me an And make sure that you tell me all about it. Or better still, come and share in the Trainers Academy, Tell me what you are building! I can t wait to hear all about it. Your tough love specialist and Kick ass training buddy - Sam Nordberg
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