Revenue and expenses for a world class independent online course

Tiago Forte, an expert in personal productivity and the creator of the ‘Building a second brain‘ online course, released his revenue and expenses for the first two years of his course on his blog in Febuary 2019. Over the first two years, he had 712 enrollments, each paying between $400 to $1200. The course included a standard edition with the core materials and live sessions and a premium edition that provides for additional content and personalisation. An Executive edition was recently added that includes a coaching session and private Q&As with Tiago himself.

According to the post, Building a second brain has brought in $256,839 from seven cohorts and cost $45,920 to set up and run, giving a profit of $210,919. The costs and income are laid out in detail in the post and include the $9,853 (4.16%) of refunds to students. The expenses include a part-time course manager, IT support, a marketing agency and Facebook ads, coaches, a videographer, Discourse as an online forum tool, graphic design from 99designs, Teachable for the course platform, Unbounce for the landing page, and Zoom for video conferencing.

Forte ideas are important. His productivity methods are highly effective, and his views on building a portfolio life are well thought through, he believes everyone should create an online course to share their unique ideas after building an extensive email list (6000+) through blogs and social media. He has exciting ideas that he is testing in his three courses, on how online education will evolve over the next ten years to be more focused on social learning and use emerging technologies in interesting ways. 

Read the blog post on the Forte labs website. Find me on Twitter if you want to talk about online learning. 

Initial mapping of Learning Designer competencies

Photo by Startup Stock Photos on Pexels.com

I spent some time a few months ago mapping the knowledge, skills, and behaviours of a Learning Designer. I separated the role into three areas; learning, technology, and design. The learning competencies cover having a clear definition of quality and what good learning and teaching look like. The technology competencies focus on the development of learning materials and the use of multimedia. The design competencies cover the process of working with subject matter experts, usually academics, to co-design learning with an understanding of the other two areas.

This list is not exclusive, and I sure it has changed since my team has taken my rough workings and corrected it based on their practice.

Learning (Quality)

  • Learning theory/models 
    • Kolbs learning cycle 
    • Blooms [Digital] Taxonomy
    • Spaced learning and the forgetting curve
    • SAMR 
    • Active Learning inc. SCALE-UP
    • The PAR model (Presentation, Activity, Review
    • Merrill’s First Principles of Instruction
    • eTivities (G.Salmon) 
  • Accessibility (WCAG 2.1)  
  • Quality frameworks
    • Quality Matters 
    • Online Learning Consortium Scorecard 

Technology (Development)

  • Typography 
  • Images/photography 
  • Audio 
  • Video – hardware and software, production process 
  • HTML & CSS (Javascript?)
  • Theory 
    • Dual coding  
    • Mayer’s principles for multimedia learning

Design

  • Design thinking 
  • Student centered design 
  • Personas 
  • ADDIE (Analysis, Design, Development, Implementation, Evaluation) 
  • Rapid Prototyping (agile) 
  • Kirkpatrick’s levels of evaluation 
  • Design workshop structure 
  • Design workshop facilitation 
  • Module Storyboard/map 
  • Scheduling & Project Management 
  • Good practice examples 

Scholarship and continuous improvement

On top of these three skillsets, it is essential that a Learning Designer working in higher education maintains personal scholarship and operates in continuous improvement cycles. Scholarship is a set of principles and practices that allow a practitioner to ensure their methods are valid and trustworthy through rigorous enquiry. This may be through applying published research or carrying out structured research on their outputs. Continuous improvement cycles ensure that the Learning Designer gets better from every course they develop through reflecting on what has worked, what hasn’t, learning from this and then experimenting with new and emerging practices. 

Let me know what I have missed via my Twitter account.