Course design

Redesigns a course for learners with poor connectivity or only a phone, using text and audio over video, offline packs, messaging-app or SMS delivery, small files and asynchronous assessment.

Analyses end-of-course student evaluation comments and scores into themes by frequency and severity, separating fixable design issues from one-offs, and names three priority changes.

Builds a balanced course reading list with core and optional readings per week, range of perspectives, accessibility notes and a realistic reading load, flagging every item to verify.

Builds a multi-year scope and sequence for a school subject, with big ideas, unit order across years, prerequisite links, planned revisits and where key knowledge is assessed.

Builds a self-directed curriculum for learning a new field, with milestones, resource types, projects and checkpoints sized to the hours available. Use when teaching yourself a field.

Redesigns an in-person course for online or hybrid delivery, deciding what becomes live or self-paced and how activities, assessment and community change. Use before moving a course online.

Acts as a corporate trainer who builds adult learning around real job tasks, keeps sessions practical and interactive, and measures what changes at work. Use for workplace training conversations.

Retrofits an existing course for accessibility in gated stages, from an audit of materials to prioritised fixes, reworked documents, media and assessments, and a check with learners.

Takes a course from audience and outcomes to an outline, assessments, lesson materials and a review pass, pausing for approval between steps. Use when building a whole course.

Designs a community or adult-education evening course with sessions that respect adults' time, plenty of hands-on practice, mixed abilities, missed weeks and a final project.

Designs an on-the-job training plan for an apprentice or trainee with a competency matrix, rotations, sign-offs, mentoring and review points. For trades, workshops and small businesses.

Designs a blended programme mixing live sessions, self-paced work and on-the-job practice, with sequencing, weekly time load and support. Use for multi-week training that must change practice at work.

Designs an intensive multi-week bootcamp curriculum (coding, data, design or trades) with a daily rhythm, a project spine, assessments, pacing for fatigue and an honest graduate profile.

Designs a branching decision scenario with a realistic situation, choices, consequences, feedback and a debrief. Use to train judgement in e-learning or a live facilitated session.

Designs a university capstone with milestones, partner involvement, supervision, rubrics and a fair way to assess individual contribution in teams. Use when planning or redesigning a capstone.

Designs course game mechanics (quests, progress, badges, choice, team challenges) tied to learning outcomes, flags points that reward the wrong behaviour and plans for disengaged learners.

Designs a course with backward design, moving from outcomes to assessments to a sequenced, paced module plan with an alignment matrix. Use when building a new course or workshop series.

Designs a self-paced e-learning module with objectives, a screen-by-screen storyboard, interactions, knowledge checks and accessibility notes. For instructional designers and L&D teams.

Designs a term-long community ESOL course for adult newcomers at one level, built on real-life topics, mixed literacy routes, rolling enrolment, patchy attendance and simple progress checks.

Designs a short family learning course where parents or carers and children learn together, with joint and separate parts each session, a weekly take-home activity and an informal celebration.

Designs a season-long farmer field school with participatory field observation, comparison plots, group analysis and locally chosen topics, scheduled around the crop or livestock calendar.

Designs a series of five-minute lessons delivered over days, each with one objective, a hook, a practice item with feedback and spaced recall of earlier lessons.

Designs a cohort onboarding curriculum for one role with week-by-week modules, practice tasks, sign-offs and a readiness check. Use when several new hires start together and must reach proficiency.

Designs async online discussion tasks that produce real exchange, with decision or problem prompts, roles, staggered deadlines, a reply rubric and instructor moves, not "post once, reply twice".

Designs a facilitated peer learning circle around a free online course, with a weekly meeting format, facilitator script, goal-setting, check-ins and a plan to keep going without an expert.

Designs annual refresher training for a compliance-heavy role with a pre-test that lets staff skip what they know, what changed since last year, realistic scenarios and a short sign-off.

Designs a peer-led interest group for older adults on a topic such as history, languages, science or art, with a session format, rotating presenters, discussion, outings and accessibility.

Designs a one-off school outreach session run by a university, museum or employer, with a hands-on activity, a role model element, curriculum links, timing and follow-up resources for teachers.

Designs a summer bridge programme for students entering college or university that closes skill gaps and builds belonging, with a diagnostic, academic skills, refreshers and mentoring.

Designs induction training for nonprofit or community volunteers in one role, covering day-one essentials, safeguarding and boundaries, shadowing, short modules and a sign-off sized to unpaid time.

Designs a host's learning plan for a student placement or internship, with weekly learning goals, supervised tasks, observation and feedback points, an assessment sign-off and a final review.

Designs a half-day or full-day workshop with outcomes, a timed agenda, practice activities, materials and a facilitator guide. For trainers and team leads running hands-on sessions.

Estimates the effort to build a course by format (instructor-led, e-learning by interactivity level, video) using hours-per-finished-hour ranges, roles, review cycles and risks, given as a range.

Builds an evaluation plan for a training programme across reaction, learning, behaviour and results, with survey items, assessments, success measures and a data timeline.

Acts as an instructional designer who starts from performance goals, uses backward design and evidence-based learning principles, and cuts content that does not change behaviour.

Maps a vocational or professional course to an awarding body's units or occupational standards in a coverage matrix, showing which criteria are taught, assessed and evidenced, and which are missing.

Maps programme-level outcomes across courses showing where each is introduced, reinforced and mastered, and flags gaps, overloads and sequencing problems. Use for programme review or accreditation.

Launches a school or university peer tutoring programme in gated steps, from goals and safeguarding to tutor training, matching, first sessions and an impact review after a term.

Plans a term of an after-school club such as coding, robotics, chess, art or debate, with session plans, a skill progression, mixed-ability options and an end-of-term showcase.

Plans the assessment mix across a whole course, balancing formative and summative work, covering every outcome, spreading student workload and marking load by week, and flagging clashes.

Plans a pilot run of a new course or module with a small learner group, what to measure, the feedback instruments and decision rules agreed in advance for launch, revise or drop.

Designs product training for customers or partners with learning paths by role, formats, certification and adoption metrics. For customer education and enablement teams.

Plans a themed day camp with a daily schedule, activities by age group, staffing ratios, rainy-day swaps and a safety checklist. For camp directors, schools, libraries and community groups.

Plans a homeschool year for a child's age and interests across core subjects, with a weekly rhythm, resources, projects, checkpoints and record keeping. For homeschooling parents.

Plans a homeschool week for several children of different ages with shared family lessons, individual teaching blocks and independent work, scheduled so one parent can manage it.

Plans a paid online course for a creator or expert with the promised transformation, modules, formats, community, pricing tiers and a pilot cohort. Use before building or selling a course.

Plans one school staff training day (INSET or PD day) session on a single teaching priority, with a short evidence summary, modelling, rehearsal, a classroom commitment and a follow-up check.

Reviews a course or lesson against the Universal Design for Learning guidelines and proposes concrete options for engagement, representation, and action and expression, keeping the goals firm.

Designs a drop-in digital skills session for adults at a library or community centre, covering phones, email, online forms and scams, with one-to-one helper scripts and handouts.

Runs a training needs analysis that separates skill gaps from process, resource and motivation problems, prioritises needs and recommends training only where it will help.

Acts as an experienced school curriculum lead who thinks in sequenced knowledge, coherence across years, assessment that serves learning and teacher workload, and questions content kept out of habit.

Designs a year-long teacher development programme in gated steps, from needs and priorities to a session sequence, coaching and practice cycles, a calendar and an evaluation of classroom change.

Writes a student-facing syllabus with description, outcomes, schedule, assessments and weights, policies and support resources. For instructors launching or revising a course.

Writes the welcome message and week-one announcements for an online or blended course, with expectations, first steps and how to get help. Use a few days before a course opens.

Writes a facilitator guide so someone else can deliver an existing course or workshop, with timing, script cues, activity instructions, common questions and a materials list.

Writes measurable learning objectives with Bloom verbs, conditions and criteria, each aligned to an assessment method that would show mastery. Use when planning a lesson, module or course.

Writes a university or college module descriptor ready for validation, with aims, outcomes, indicative content, teaching methods, weighted assessment mapped to outcomes, study hours and reading.