Final Assessment - The Power of Self-Awareness

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By Giuliana Tabata Rodrigues

The Power of Self-Awareness

A path to self-improvement

Introduction

The Power of Self-awareness - A path to self-improvment is a digital learning programme developed by Tabata Heals, a Rapid Transformational Therapist based in Berkshire, UK. This digital course was designed to complement her clients’ 9-month Transformational Therapy Programme, providing continuous support and guidance outside of therapeutic sessions.

Part 3: Implementation and Evaluation

Part 2: Micro Design and Development

Part 1: Analysis and LX Design

Contents

Part 1: Analysis and LX Design

The WHO of learning

The middle-aged entrepreneurial woman

Learning Persona 3

The healthcare/wellbeing professional woman

Learning Persona 2

The busy corporate woman

Learning Persona 1

The busy corporate woman

Learning Persona 1

PERSONAL DATA

Name:

Emily

GOALS AND ASPIRATIONS

Short Bio:

Emily is a dedicated and intelligent woman who balances her roles as a mother, a wife, and a full-time professional at a large corporation. English is her first language.Emily enrolled in the 10-week online Transformational Therapy Programme to address work-related stress, anxiety and lack of confidence. She's seen a counsellor for a short period in the past.

Who is it?

Age: 38Job: Professional at a corporate organisationLocation: United KingdomClient since: 2023

Barriers to Learning

Busy schedule, job and family demand a lot of her time.
Can dedicate up to 15 minutes a day for learning.

Prefers blended learning and community support
Prefers interactive and experiential formats, with a focus on practical tools for self-awareness and presence.

Perception of Digital Learning

Main Goals and Drivers

Wants to better manage stress, especially in relationships and work, and find more work-life balance.
Aims to be a better mother and wife, gain deeper self-awareness, and understand the mind-body-emotion connection.
Lacks knowledge of self-awareness, struggles with self-discipline, motivation, and self-sabotage.

Technology considerations

Prefers using a mobile or tablet.
Good access to internet.
Tech-savvy

Digital Learning Preferences

Prefers reading or watching videos over listening to audio.
Visual learner

TECHNOLOGY

The healthcare/wellbeing professional woman

Learning Persona 2

PERSONAL DATA

Name:

Maria

GOALS AND ASPIRATIONS

Short Bio:

Maria is a passionate nurse working in a busy hospital. Her job is demanding, with long shifts and irregular hours, which often leaves her feeling mentally and physically drained. Maria enrolled in the 10-week online Transformational Therapy Programme because she is experiencing burnout, anxiety, and fatigue. She's never had therapy.

Who is it?

Age: 26Job: NurseLocation: SpainClient since: 2024

Barriers to Learning

Unpredictable schedule
Struggles with lack of focus and fatigue.
English is her second language

Values the flexibility of digital learning, especially mobile-friendly content.
Wary of self-paced courses, struggled to complete it due to a lack of motivation and time.

Perception of Digital Learning

Main Goals and Drivers

Aims to enhance her self-awareness and develop mindfulness skills to better manage the stress associated with her job.
Wants to build resilience and improve her emotional well-being, both for herself and to better support her patients.
Is driven by a desire to create a balanced life, where she can thrive both personally and professionally.

Technology considerations

Prefers using a smartphone, as it's the most convenient option given her on-the-go lifestyle.
Occasionally uses her laptop at home.
Reliable internet access is not an issue for her.

Digital Learning Preferences

Prefers short, interactive content.
Prefers plain English
Enjoys engaging in forums, social media groups and listening to podcasts.

TECHNOLOGY

The middle-aged entrepreneurial woman

Learning Persona 3

PERSONAL DATA

Name:

Julie

GOALS AND ASPIRATIONS

Short Bio:

Julie is a successful and ambitious business consultant and a mother.Julian enrolled in the 10-week online Transformational Therapy Programme because she has recently gotten a divorce and her children have left the 'nest'. She's had therapy in the past, but has never had to deal with grief, loneliness and depression.

Who is it?

Age: 55Job: Self-employedLocation: United KingdomClient since: 2023

Barriers to Learning

Busy schedule, job and family demand a lot of her time.
Can dedicate up to 15 minutes a day for learning.

Prefers blended learning and community support
Prefers interactive and experiential formats, with a focus on practical tools for self-awareness and presence.

Perception of Digital Learning

Main Goals and Drivers

Wants to better manage stress, especially in relationships and work, and find more work-life balance.
Aims to be a better mother and wife, gain deeper self-awareness, and understand the mind-body-emotion connection.
Lacks knowledge of self-awareness, struggles with self-discipline, motivation, and self-sabotage.

Technology considerations

Prefers using a mobile or tablet.
Good access to internet.
Tech-savvy

Digital Learning Preferences

Prefers reading or watching videos over listening to audio.
Visual learner

TECHNOLOGY

Data Analysis

Info

Data collection info

Info

Demographics

Accessibility

Learning disabilities

Perception of digital learning

Learning preferences

The WHY of learning

Rapid Transformational Therapy (RTT) is a specialised therapeutic approach created by the British therapist Marisa Peer that blends hypnosis, cognitive behavioural therapy, psychotherapy, and neurolinguistic programming to deliver fast and effective results. The therapy is designed to help clients uncover and reprogram deep-seated beliefs and patterns that contribute to emotional and psychological challenges, often achieving lasting change within just a few sessions. Currently, our RTT program involves monthly hypnotherapy sessions, over a nine-month period. A critical component of the therapy’s success is the client’s adherence to listening to personalised hypnosis audios on a daily basis. While the therapy has proven successful for many, the business has identified several recurring concerns among clients.

Despite experiencing lasting results, clients frequently express dissatisfaction with the limited interaction with their therapist, citing a lack of support between the monthly sessions.
They also struggle to manage their emotions when they are triggered, finding it difficult to respond consciously rather than react impulsively.
Additionally, clients report challenges in handling emotional discomfort, often becoming trapped in negative thought loops. This leads to a sense of stagnation, where they feel unable to dissociate from deeply ingrained beliefs, despite the reprogramming efforts through hypnosis.
Compounding this issue is the fact that the therapist's schedule is already at capacity, making it impossible to offer additional one-on-one sessions.

Therefore, the business needs to develop a scalable solution that provides continuous support and knowledge, empowers clients to handle emotional challenges, and enhances their ability to achieve lasting transformation—all without requiring more direct therapist involvement.

Context and Business Problem

Learning Gaps

Self-awareness and presence

Info

Tools for self-awareness

Self-discipline and motivation

Previous experience being in-therapy

Learning Outcomes

By the end of this 8-week programme, you will be able to:

1. Define key concepts related to self-awareness, including the mind's guiding principles, core beliefs, loopings thoughts, self-awareness, types of stress responses and states, and embodied presence.

2. Explain how your attachment to thoughts and feelings, as well stress responses and states contribute to your emotional balance and ability to cope with stress.

3. Apply at least three self-awareness tools such as the STOP process, reframing, and self-hypnosis techniques - to enhance self-awarewess, manage stress, and challenge self-limiting beliefs.

Commentary

4. Apply the motivation formula to sustain your self-development practice.

5. Create your own daily routine for practicing embodied presence, incorporating at least three tools such as body scan meditation, mindful movement and centring techniques.

6. Evaluate your growth in self-awareness by completing a comprehensive self-assessment at the end of the 8-week programme.

The WHAT of learning

Modular Framework

Commentary

Module 1

The mindset of change

Module 2

A map for navigating the mind

Module 3

What are your core beliefs?

Module 4

What are you thinking?

Module 6

The anatomy of self-awareness

Module 5

What are you feeling?

Module 7

Mastering self-awareness and embodied presence

Content Map

Module 2

A map for navigating the mind

Module 1

Monkey mind vs. brain power
Rules of the mind
Inner critic

Module 3

What are your core beliefs?

A child's needs
Core beliefs
You are not your beliefs

Rapid Transformational Therapy
The mindset of change
Self-praise

Module 4

What are you thinking?

Understanding behaviour
Looping thoughts
You are not your thoughts

The mindset of change

Content Map

Module 5

What are you feeling?

Feelings and states
You are safe to feel
You are not your feelings

Module 7

Mastering self-awareness and embodied presence

Being vs. doing
The observer
Embodied presence

Module 6

The anatomy of self-awareness

What is self-awareness?
Blindspots and self-delusion
Triggers and stress reactions

The HOW of learning

Mode of Delivery

Commentary

BLENDED

Digital Asynchronous

Multimedia eLearning: Modules are released every four weeks.

Recorded Group Coaching Calls: Recordings released 24hs after the live event.
Recorded Q&A session: Recordings released 24hs after the live event.
Lifetime access once elearning and recordings are released.

Digital Synchronous

Live Group Coaching calls
Live Q&A
Structured timetable - Each call scheduled at a different time to suit various timezones.

Building Blocks and Formats

Content

Multimedia eLearning

Journals
Master practices & toolkits
Quizzes
Hypnosis audio

"SelfAwareness Tribe" forum

Activities

Assessment and Feedback

Final Self-Assessment
Feedback

Live Group Coaching Calls
Live Q&A Calls

Facilitation Technique

Learning Flow

Linear - eLearning modules are presented in a sequential format, beginning in Week 2. For more details, please refer to the next slide.

Week 2

Module 1

Week 3

Module 2

Week 4

Module 3

Week 5

Module 4

Week 6

Module 5

Week 7

Module 6

Week 8

Module 7

Core and Spoke

Core: Multimedia eLearning modules.
Spoke: Live Group Coaching Calls, Live Q&A Calls, Community Forums, Hypnosis audio.

These additional formats provide flexibility in how learners engage with them. Participation in live calls is optional, and all sessions are recorded for later access.
Similarly, the hypnosis audio can be accessed at any time throughout the course, as long as learners incorporate it into their weekly routine.

Multimedia eLearning

Coaching Calls

Q&A Calls

Forums

Hypnosisaudio

Learning Flow

2h/MONTH 9

Assessment & Feedback

Self-assessment
Hypnosis follow-up session can be scheduled from month nine. Students who have not completed the self-assessment will be able to schedule a feedback session at a later time for an extra fee.

6h/MONTH 8

Content

Module 7

Activities

Journal
Master Practice w/ Toolkit
Hypnosis Audio
Quiz
Forum

Facilitation technique

Live Group Coaching Call

5h/MONTH 7

Content

Module 6

Activities

Journal
Master Practice w/ Toolkit
Hypnosis Audio
Quiz
Forum

Facilitation technique

Live Group Coaching Call

5h/MONTH 2

Content

Module 1

Activities

Journal
Master Practice w/ Toolkit
Hypnosis Audio
Quiz
Forum

Facilitation technique

Live Group Coaching Call

5h/MONTH 6

6h/MONTH 3

Content

Module 2

Activities

Journal
Master Practice w/ Toolkit
Hypnosis Audio
Quiz
Forum

Facilitation technique

Live Group Coaching Call
Live Q&A Call

Content

Module 5

Activities

Journal
Master Practice w/ Toolkit
Hypnosis Audio
Quiz
Forum

Facilitation technique

Live Group Coaching Call

3h15min/MONTH 1

Activity

Initial Hypnosis session

5h/MONTH 4

Content

Module 3

Activities

Journal
Master Practice w/ Toolkit
Hypnosis Audio
Quiz
Forum

Facilitation technique

Live Group Coaching Call

6h/MONTH 5

Content

Module 4

Activities

Journal
Master Practice w/ Toolkit
Hypnosis Audio
Quiz
Forum

Facilitation technique

Live Group Coaching Call
Live Q&A Call

Commentary - Part 1

Creating the "Power of Self-Awareness" digital course as both the instructional designer (ID) and subject matter expert (SME) has been a deeply rewarding journey. By developing the course without an external SME, I could shape it to align closely with my therapeutic vision and professional expertise, allowing me to fully integrate the knowledge and experience I bring from my practice as a therapist. However, this also brought unique challenges.I identified that acting as both ID and SME had the risk of content bias. There’s a tendency, when too close to the material, to stick with familiar concepts or approaches without critically challenging them. To address this, I turned to data-driven insights and requested peer review and feedback. Client questionnaires and interviews helped me to better understand my clients' diverse needs and preferences and use these insights to continually assess and evolve the course. One of the most beneficial steps was creating learner personas based on the needs of my clients. This process allowed me to refine the course to reflect their unique learning styles, goals, and challenges. For example, clients like Maria, who rely heavily on mobile devices, highlighted the need for a platform that's both mobile-friendly and intuitive to navigate. This insight was essential to later define the authoring tool and learning platform. The course’s focus on self-awareness and embodied presence required that I had a thoughtful balance between technical depth and cognitive ease. My focus was to introduce foundational concepts before moving on to more advanced topics. Having full creative control over pacing and content depth was an enjoyable process for me. It gave me the freedom to design a flow that wouldn’t overwhelm beginners but would still challenge more experienced learners. A bottom-up approach helped me build each module: I first defined the core topics, and then arranged them into modules. This helped to define the micro learning outcomes first and then the macro outcomes. Once these were defined, I was able to detail the lesson topics and activities. Each iteration of this process refined the learning flow further, aiming to balance content depth with respect for the learners’ limited time.

Commentary - Part 1

Once I had the detailed content map and learning flow defined I thought I had created the core and spoke flow model, but I received feedback that it was actually a combination of linear and core and spoke as the modules were released on a monthly basis. This hybrid design accommodates different learning styles and schedules, which are especially important for busy professionals like the personas identified. Although the modules are released on a monthly-basis, I opted to give lifetime access to the content. This choice was based on the learning design principle of flexibility, offering learners options to choose their pace, though encouraging them to follow the scaffolded pathway for the best outcomes. The design incorporates a mix of multimedia elearning formats and live sessions, aiming to create an engaging experience for the learners. As the ID-SME, I could quickly make content decisions that would engage learners on multiple levels. For instance, the course includes a mix of synchronous elements, like live sessions, and asynchronous ones, such as hypnosis audio and recorded coaching. This blend maintains client engagement across various learning styles and schedules, and it supports a flexible learning model that doesn’t demand rigid adherence to a set schedule. One major driver behind this course was my clients’ feedback about needing continuity and support between therapy sessions. Rapid Transformational Therapy (RTT) often involves daily practices to support post-session progress, so I designed the course to incorporate these ongoing supports. Daily hypnosis practices, tools for emotional regulation, and structured reflection exercises are included to empower clients to build autonomy in their self-awareness practices. These features give clients practical resources they can rely on daily, encouraging them to sustain the progress they make during live therapy sessions.

Commentary - Part 1

Another key component was building a community-based aspect into the course, which I achieved through the "Self-Awareness Tribe" forum. The goal was to create an environment that provided support and connection outside of one-on-one therapy sessions. Learners can interact, share insights, and support each other’s growth, which can help reduce their dependency on therapist intervention alone. The forum also adds a valuable social learning experience, reinforcing key course concepts through discussion moderated by the Community Manager and shared experiences, and helping clients feel they’re not alone in their journey toward self-awareness.Throughout this project, I realised that being both the ID and SME empowered me to make quick, informed decisions without needing to constantly consult an external SME. While this approach required consistent self-reflection, the outcome is a course that is both aligned with my therapeutic philosophy and adaptable to my clients’ lives.This blend of structure, flexibility, multimedia engagement, and community support reflects my ultimate goal for the "Power of Self-Awareness" course: building client autonomy in a supportive environment. With practical tools, a balanced learning pathway, and an encouraging peer community, clients are equipped to pursue their personal growth in self-awareness independently yet with the resources and support they need along the way.

Part 2: Instructional Design Plan & Prototype

Scope

Objectives

Modules 1 & 2

Modules 3 & 4

Audience

Modules 5 & 6

Module 7

Please note that in Part 2, we will focus on developing only Module 6, Lesson 1: What is self-awareness?

Wireframe

Comments

Module 6 - The anatomy of self-awareness

Lesson 1 - What is Self-Awareness?60 min duration

Module intro: Video explaining the key topics that will be covered in the module.

Community forum: Question added to the forum to estimulate engagement about the topics covered in the moduel.

Module outro: Video reviewing the key takeaways of the module

Hook: Video

Activity 1: Journal

Activity 2: Master practice with Toolkit

Summary

Activity 3: Quiz

Content Section 2: Feedback is a gift

Content Section 1: Thinking vs. knowing ourselves

Activity 3: Quiz Check the learners' understanding of the content presented in the lesson.

Summary: Present the learners with the lesson's key-takeaways both as on-screen text and audio.

Activity 2: Master practice - 'I am aware of' practice tool.Toolkit: Audio demo provided in mp3 for download.

Activity 1: Journal - Identifying your pillars self-awareness:values, passions, aspirations, fit, patterns, reactions and impact.

Hook: Video explaining self-awareness through storytelling followed by a question aimed at discovering what learners already know about the topic.

Content Section 1: Self-Awareness Definitions Present the definition of self-awareness to learners.

Content Section 2: The Seven Pillars of Self-AwarenessPresent the pillars of self-awareness to learners.

Rise Lesson 1

Rise Lesson 4

Rise Lesson 3

Rise Lesson 2

Rise Lesson 5

Rise Lesson 6

Rise Lesson 7

Lesson 3 - Internal vs. External Self-Awareness60 min duration

Content Section 2: The three road bloacks

Content Section 1: Inner roadblocks

Hook: Video

Activity 1: Journal

Activity 2: Master practice with Toolkit

Summary

Activity 3: Quiz

Lesson 2 - Blindspots & Self-Delusion60 min duration

Wireframe

Activity 3: Quiz Check the learners' understanding of the content presented in the lesson.

Summary: Present the learners with the lesson's key-takeaways both as on-screen text and audio.

Activity 2: Master practice - 'I am aware of' practice tool.Toolkit: Audio demo provided in mp3 for download.

Activity 1: Journal - Identifying your pillars self-awareness:values, passions, aspirations, fit, patterns, reactions and impact.

Hook: Video explaining self-awareness through storytelling followed by a question aimed at discovering what learners already know about the topic.

Content Section 1: Self-Awareness Definitions Present the definition of self-awareness to learners.

Content Section 2: The Seven Pillars of Self-AwarenessPresent the pillars of self-awareness to learners.

Here is a screenshot comparing the developed lesson in Rise with its wireframe.

Rise Lesson 1

Rise Lesson 4

Rise Lesson 3

Rise Lesson 2

Rise Lesson 5

Rise Lesson 6

Rise Lesson 7

Storyboard

The storyboard was created in Google Docs, and you can access it through the link below. The instructions are provided in italic red font. Please note that I’ve included only two sections of Lesson 1 in the storyboard. This is because the full content is quite extensive. My goal here is to give you a clear idea of what the storyboard would look like. However, the prototype contains the entire Lesson 1.Additionally, since Articulate Rise doesn’t utilise traditional screens like Storyline, a screen plan was not developed.

Prototype

The prototype was created using Articulate Rise, and you can access it through the link below. I chose this tool because it’s user-friendly and fully responsive, ensuring a seamless learning experience across all devices. Given that the Tabata Heals team is quite small, we opted for an authoring tool that allows for efficient course development while still maintaining a polished design and engaging user experience. The video featured in the Introduction lesson, which serves as the hook, was created using Invideo AI. This approach allowed for quick production tailored to the needs of the prototype. Most of the audio recordings were done directly in Rise using a laptop microphone, and unfortunately recorded from a place with a lot of traffic noise. For the final version, higher-quality audio equipment and improved acoustic settings will be needed to enhance the sound quality.

Commentary - Part 2

When I designed this multimedia eLearning course, my goal was to create a learning experience that would be accessible, engaging, and meaningful for mid-career professionals looking to improve self-awareness and manage stress. The audience for this course is primarily female (85%) and aged between 35 and 54. Many learners juggle demanding work and personal lives, with limited time to dedicate to personal development. To meet these needs, I selected Articulate Rise as the authoring tool, mainly for its responsive design, accessibility, and ability to blend on-screen text with various types of interactive content blocks—such as audio, videos, PDF files, website links, graphics, and images—all in one place. Additionally, Rise allows our small team to develop content faster compared to other tools like Articulate Storyline. The current version of Rise also includes AI features, which further enhance our ability to modify block types automatically.With 35% of learners being non-native English speakers, I focused on clarity and comprehension. I chose plain English and a conversational tone to keep the language accessible and avoid unnecessary complexity. Transcripts or captions were added to audio and video content, and visual aids support inclusivity and comprehension. This way, all learners, regardless of their language background, can easily understand and engage with the material. I also provided a downloadable PDF version of the course as an eBook, allowing learners to access content offline if needed.Time limitations were another major consideration. This aspect turned out to be one of the most challenging parts of the project. Initially, I planned for the course to be delivered in nine weeks, but as the project developed, it became clear that it would need to be extended to nine months. With about 75% of learners having only 15 minutes a day to dedicate to this experience, it was essential to balance conciseness with depth. Once I defined the content and activities, I realised that delivering the course in a shorter timeframe was unrealistic, even with succinct lessons and a maximum of three lessons per module. The master practices and journal activities, in particular, can be quite time-consuming. Given these constraints, the course is designed for learners to return anytime, at their own pace, with lifetime access—allowing them to engage with the material whenever it suits their schedules.The choice of Articulate Rise was intentional because it is fully responsive, meaning the course adapts smoothly to mobile devices. Since 65% of learners prefer mobile learning, this platform ensures they can access the content whenever they have a few minutes to spare. Additionally, considering that 5% of learners have dyslexia and 20% have ADHD, this design aims to keep learners engaged without overwhelming them. To address these needs, I incorporated features like dyslexia-friendly fonts, specifically Open Sans, which is easy to read on digital screens, along with concise and chunked text and clear free navigation to enhance accessibility.

Commentary - Part 2

Now, the course isn’t just about delivering information. It’s structured to build self-awareness and help learners apply it practically in their lives. Each module is designed with Bloom’s Taxonomy in mind, moving from understanding to applying. For example, one of the core aims is to help learners grasp the concepts of emotional regulation and mindfulness, recognising how these can contribute to their well-being. This foundation is essential before they can then learn to apply specific self-awareness tools that will enable them to manage stress more effectively. The design encourages this active learning through modules that progressively build skills, starting from understanding self-awareness, then going deeper into specific techniques and reflective practices.The course modules cover different aspects of self-awareness and stress management, and each module has a unique focus. Starting with Module 1 on “The Mindset of Change,” the content explores Rapid Transformational Therapy (RTT), setting the stage for learners to reflect on their reasons for personal change. It’s an opportunity for them to question and reshape their perspectives. By moving from “What is RTT?” to “Becoming Your Best Cheerleader,” learners are introduced to the concept of self-support and resilience early on. These are themes that resonate well with the predominantly female audience, as many may relate to the need for self-empowerment and work-life balance.The second module, A Map for Navigating the Mind, introduces the “Monkey Mind vs. Brain Power” concept, highlighting traits of the unconscious mind versus the conscious mind. This is followed by “Rules of the Mind” and an examination of the “Inner Critic.” I designed this module to be interactive and reflective, with opportunities for journaling and activities that encourage learners to address their inner dialogue. It’s about equipping them with tools to reframe negative thoughts and build a healthier mental space, which is especially relevant for those dealing with daily stress.Moving through the subsequent modules, learners are guided from understanding core beliefs and emotional patterns to exploring the anatomy of self-awareness itself. For example, Module 6, titled “The Anatomy of Self-Awareness,” is broken down into lessons that clarify what self-awareness is and help learners identify blind spots and self-delusions. To make these abstract ideas more relatable, I incorporated storytelling, using videos that explain self-awareness through real-life scenarios, which makes the concept easier to grasp. Learners can also participate in interactive activities like journaling and master practice exercises, which allow them to reflect on their experiences and gradually build self-awareness.

Commentary - Part 2

For the wireframe, I chose a consistent structure across each module:

A brief video intro and outro video for each module. This assets sits in the LMS's course page.
A SCORM for each lesson containing:

A hook
A maximum of three sections
Journalling
Master practices: meditations, embodiment activities, etc.
A summary
A quiz

All lessons follow this same struture. This structure aligns well with Mayer’s 12 Principles of Multimedia Learning, as it reinforces information in a digestible way, particularly valuable for learners who only have short bursts of time each day. For instance, in Module 6, Lesson 1- focused on self-awareness - the learners start with a storytelling video that hooks them in and poses a reflective question. This approach combines Mayer’s principles like signalling and spatial contiguity to focus learners’ attention on key points and make sure they absorb the most critical concepts.The prototype for Module 6, Lesson 1 provides a clear snapshot of how I used these design principles. The layout is intuitive, with each box in the wireframe representing different parts of the lesson. This design choice ensures that all lessons, not just Lesson 1, follow a similar format, providing a coherent experience throughout the entire course.Finally, I created a storyboard in Google Docs to guide the course structure. The storyboard offers a clear overview of the lesson flow, with instructions in red italics for easier reference. This format is designed for an agile team that already understands how Rise works (which is our case) and allows for easy editing and moving things around. While I’ve only provided a couple of sections in the storyboard, it’s designed to give a solid sense of the lesson layout. And since Articulate Rise doesn’t rely on traditional screen layouts like Storyline, I didn’t need to create a separate screen plan. Instead, the wireframe acts as a visual guide, maintaining consistency across lessons and modules.Ultimately, this eLearning course was designed to be flexible, practical, and user-friendly. It supports mid-career professionals in building self-awareness, managing stress, and cultivating skills that will benefit their work and personal lives. By focusing on simplicity, accessibility, and relevance, I aimed to create a resource they can rely on and return to whenever they need guidance or a refresher.

Part 3: Implementation and Evaluation

The Rollout Plan

Learning Platform

The selected learning platform for our needs is LearnWorlds. We have organised its features into 10 relevant categories as follows:

1. Course creation and LMS functionality

2. Marketing and sales

3. Community building and engagement

4. Assessments and certificates

5. Technical support & customer support

6. Hosting and security

7. Integrations

8. Learning pathways and progress tracking

9. Ease of use

10. Pricing plans

Features

Learning Platform

Based on our data collection and the context of the Rapid Transformational Therapy (RTT) business, LearnWorlds is as an ideal platform for Tabata Heals. We have included a commentary for the reasons we believe this learning platforma aligns with both the business needs and the learner profiles:

1. All-in-one platform

2. SCORM compliance and course development

3. Certificate issuance and feedback

4. Comprehensive marketing tools

5. Robust communication features

6. Mobile accessibility

7. Website design and customisation

8. Addressing learning gaps

Conclusion

Comment

Learning Platform

Here are a few screenshots showcasing the LearnWorlds administration interface. We have found it to be user-friendly, highly intuitive and with a clean design style.

Staff/Resources

Tabata Heals has a small team of one therapist, one Community Manager, one freelance Multimedia and Web Designer and one freelance IT Specialist. The current Multimedia Web Designer has experience using Articulate Rise so we won't need to hire an eLearning developer.For the rollout of the programme, the current roles are as follows:

Project Manager (Therapist)

Manages the rollout plan, the team and the budget.

Content Manager and ID (Therapist)

Creates course content from scratch based on own knowledge and experience. Reviews and signs-off any marketing or communication collaterals and emails.

Multimedia and Web Designer:

Responsible for platform customisation, domain access settings, technical set-up and content set-up.
Deals with any issues and maintenance of all course assets and website updates on an ad-hoc basis.

Community Manager:

Manages marketing & communications tasks, troubleshoots user issues, and issues reports.

Manages the community forum, email inbox and provides customer support.

Platform/website support and internal training - LearnWorlds tech team and customer support
IT specialist - freelance IT Specialist

An extra Admin Assistant might need to be hired temporarily (min 1 year) to help with the rollout of the project.

"Go Live" Plan

The platform we have chosen is LearnWorlds and the programme will have to be built from scratch because the clinic does not offer any digital learning programmes at the moment.

Since content needs to be developed from scratch, we will need to create a timeline for drafting, reviewing, and developing materials.

We will also need to alow ample time for peer feedback and revisions based on input from the therapist’s peers at the Psychotherapy school. Checkpoints for course outline approval, content drafts, multimedia creation, and final quality checks will need to be added to the detailed project plan.

The learning platform will need to be purchased and the staff will be trained by the provider to learn how to configure and set up. The training schedule needs to be included in the detailed project plan and support throughout the implementation needs to be provided to staff.
We'll need to ensure the staff is confident with configuring the platform and integrating with current systems, which are not many, only the current website and email.

"Go Live" Plan

We have allocated dedicated time to set up the mobile app, testing content compatibility, and ensuring smooth user experiences. The app’s readiness is a critical component, so a robust testing phase must be planned.
The mobile app will also need to be fully set up and ready by the go live date.
Risk assessments will need to be added to the detailed project plan and a contigency plan created in case there are any issues with setting up the platform, lack of resources and content development. A temporary administrative assistant might be needed to support the team should the Content Manager (who is the therapist) becomes unavailable due to competing commitments.

"Go Live" Plan

Soft launch - This will be a pilot version with selected clients and peers who will provide feedback based on a comprehensive feedback form at the end of each module. The "go live" is expected for April 2026. Learners will have access for a month and feedback will be provided during this time.

Final rollout - The full launch is expected for June 2026 after all issues have been adressed.

We will also need to plan a process for continuous updates to course content based on evolving industry practices and learner feedback.

Accessibility and UXDL

Comments

Content formats & multimedia elearning

Assessment

Learning paths and comms channels

Naming conventions

Language

Learner Engagement Tactics

Comments

High-quality content

Targeted email campaigns

Social media engagement

Compelling landing page

Free lead magnets

Informative blog posts

Progress tracking on learning platform

Referral discounts

Past clients and low-income discounts

The EVALUATION Plan

Approach to Learning Evaluation and Analytics

Comments

The approach to learning evaluation and analytics will be based on the Kirkpatrick Model, including all four levels of data: reaction, learning, behaviour, and results. The LMS offers powerful data-gathering capabilities to support each level.

L1 - Reaction

L2 - Learning

L3 - Behaviour

L4 - Results

Commentary - Part 3

Designing the rollout for this eLearning programme from scratch was challenging, from choosing the right learning platform and training staff to preparing course content. I knew that selecting the platform, planning content development, and ensuring accessibility and user experience would be key to success. I started by analysing the business needs, learner personas, and learning gaps, which helped narrow down the requirements for our learning platform. I needed an AI-powered, cloud-based LMS that was SCORM-compliant, with robust data-gathering capabilities, marketing tools, and an intuitive course builder. After comparing options like Kajabi, Thinkific, Teachable, and Cornerstone, I selected LearnWorlds. It offered all the essentials plus a built-in website builder, communication tools, and integrations suited to a coaching environment, and at a good price. Its features align well with our needs, especially for a coaching-focused programme.As the clinic had no digital programmes, we needed to develop everything from the ground up. A detailed timeline covered all stages, from drafting to reviewing and finalising materials. I also built in time for peer feedback from the therapist’s colleagues to ensure accuracy and engagement. Given that staff needed training on LearnWorlds, we included that in the timeline, aiming for them to confidently manage the platform and integrate it with our website and email system.Recognising that many learners would access the course on mobile devices, we allocated time to test compatibility and ensure a smooth user experience in the mobile app. A comprehensive testing phase is planned for the mobile app, and risk assessments were built into the project plan to address any potential delays or resource issues. The rollout made me reflect that we don't have any resources and an extra person would need to be hired.We’re planning a pilot version of the course with selected clients and peers to gather feedback through forms at the end of each module. This soft launch will help us identify content or platform issues, which we can address before the final launch in June 2026.Thinking about accessibility with the principles of UXDL allowed me to reflect on how we were going to implement naming conventions and file organisation, inclusive design and accessibility. At this point, I realised It'd be good to create a copy of the course in Rise using OpenDyslexic font for anyone who declared having dyslexia and opted for it.

Commentary - Part 3

Our engagement plan includes targeted emails, social media updates, and a compelling landing page. To make the programme accessible, we offer referral discounts, and discounts for past clients and low-income learners. Each learner receives a course guide with information on the syllabus, learning path, course formats, and support options. Learners have lifetime access to the content and a final self-assessment, allowing flexibility to complete it as they wish.This rollout plan was designed to ensure that both the platform and content align with our learning objectives, delivering a high-quality, accessible experience that supports a diverse audience. By incorporating feedback from our soft launch and planning for ongoing updates, we aim to create a lasting, impactful learning experience.Our approach to learning evaluation is based on the Kirkpatrick Model because it allows tracking the programme’s effectiveness at each level of learner engagement and impact.

Starting with L1: Reaction, we will focus on gathering learners' first impressions to improve the experience from the beginning. We will collect feedback through surveys after each module and coaching call to understand the relevance, engagement, and delivery of the content. By tracking completion, dropout rates, activity engagement, and social interactions, we will get insights into learner satisfaction and commitment. Using the LMS’s built-in survey tools will also make it easier to keep all data on the platform.

For L2: Learning, we will measure how well learners absorb content through quiz scores, toolkit use, and self-assessment completion. This will help us check both understanding and practical skills. If we encounter issues with the LMS reading data from Articulate Rise, we can adjust the plan and add the quizzes directly in the LMS.

L3: Behaviour evaluation will rely on therapist feedback to observe real-world behaviour changes, such as skill application and progress. Therapists can record these observations in the LMS, which helps us track growth in self-awareness and well-being, which matches the programme’s goals.

Finally, L4: Results will measure the overall impact of the programme, using KPIs like 85% improvement in self-awareness and an 80% satisfaction rate as targets. Monthly analysis helps us make data-driven adjustments, and the nine-month programme length allows us to observe trends and make timely improvements.

The Kirkpatrick model will give us a complete view of programme effectiveness by embedding evaluation at each level, allowing us to make ongoing changes to meet learners’ needs. This continuous feedback loop and powerful data-gathering tools supports a meaningful learning experience with measurable benefits for both learners and the business.

References

Swart, T. (2019). The source: Open your mind. Change your life. Vermillion.

Dilts, R., Hallbom, T., & Smith, S. (2012). Beliefs: Pathways to health and well-being. Crown House Publishing
Dispenza, J. (2012). Breaking the habit of being yourself: How to lose your mind and create a new one. Hay House.
Eurich, T. (2017). Insight: The power of self-awareness in a self-deluded world. Crown Business.
Helmstetter, S. (1991). What to say when you talk to yourself. Thorsons.
Howard, A. (2023). It’s Not Your Fault: Why Childhood Trauma Shapes You and How to Break Free. Hay House UK.
Kabat-Zinn, J. (2013). Mindfulness: Diverse perspectives on its meaning, origins, and applications. Routledge.
Ladd, L. (2022). The Divine Design: The Untold History of Earth's and Humanity's Evolution in Consciousness. Lorie Ladd LLC.
Levine, P. (1997). Waking the tiger: Healing trauma: The innate capacity to transform overwhelming experiences. North Atlantic Books.
Lipton, B. H. (2011). The biology of belief: Unleashing the power of consciousness, matter & miracles. Hay House UK.
Maté, G. (2019). When the body says no: The Cost of Hidden Stress. Vermilion.
Peer, M. (2022). Tell yourself a better lie: Use the power of Rapid Transformational Therapy to edit your story and rewrite your life. RTT Press.
Peters, S. (2012). The chimp paradox: The mind management programme to help you achieve success, confidence, and happiness. Vermilion.
Robbins, T. (2001). Unlimited power: The new science of personal achievement. Simon & Schuster UK.
Tolle, E. (2001). The power of now: A guide to spiritual enlightenment. Yellow Kite.
van der Kolk, B. A. (2015). The body keeps the score: Brain, mind, and body in the healing of trauma. Penguin.
Walsh, M. (2019). Embodiment: Moving beyond mindfulness. Unicorn Slayer Press.

1. Course creation and LMS functionality

Customisable course templates
Course editor with text, quizzes, drip-feed content, assignments Interactive elements (surveys, polls, discussions)
Robust course builder supporting videos, audio, text, PDFs, interactive quizzes, and assessments
Full learning management system for creating, managing, and delivering online courses

1. Course creation and LMS functionality

Customisable course templates
Course editor with text, quizzes, drip-feed content, assignments Interactive elements (surveys, polls, discussions)
Robust course builder supporting videos, audio, text, PDFs, interactive quizzes, and assessments
Full learning management system for creating, managing, and delivering online courses

Tools for self-awareness:With 65% lacking knowledge about tools to enhance self-awareness, the course should include practical, easy-to-implement techniques and tools, such as mindfulness exercises, journaling prompts, or meditation practices.

Age:

The majority of learners (70%) are aged 35-54, with 25% in the 35-44 range and 45% in the 45-54 range. This suggests that most learners are mid-career professionals, potentially dealing with the demands of work-life balance, personal development, or managing stress.
Younger learners (18-34) make up only 12% of the audience, while those aged 55 and older represent 18%. This indicates that the content needs to be relevant for a primarily mature audience but should still be accessible and engaging for younger and older learners.

Gender:

With 85% of the learners being female, content should be sensitive to the challenges and interests that may be more prevalent among women, such as work-life balance, emotional well-being, and empowerment.

Language:

35% of the learners speak English as a second language, which implies that the course content should be clear, straightforward, and possibly include multilingual support or subtitles to enhance accessibility.

A dedicated landing page will feature catchy headlines that emphasise how our 9-week programme addresses participants’ specific problems and outlines the achievable benefits of enrollment. This page will serve as a persuasive entry point for potential learners and a link to sign-up to the free leading magnets will be on the landing page as well as a button for enrollment or to schedule a discovery call.

1. Course creation and LMS functionality

Customisable course templates
Course editor with text, quizzes, drip-feed content, assignments Interactive elements (surveys, polls, discussions)
Robust course builder supporting videos, audio, text, PDFs, interactive quizzes, and assessments
Full learning management system for creating, managing, and delivering online courses

9. Ease of use

User-friendly, drag-and-drop course builder
Intuitive interface for course and student management

1. Course creation and LMS functionality

Customisable course templates
Course editor with text, quizzes, drip-feed content, assignments Interactive elements (surveys, polls, discussions)
Robust course builder supporting videos, audio, text, PDFs, interactive quizzes, and assessments
Full learning management system for creating, managing, and delivering online courses

1. Course creation and LMS functionality

Customisable course templates
Course editor with text, quizzes, drip-feed content, assignments Interactive elements (surveys, polls, discussions)
Robust course builder supporting videos, audio, text, PDFs, interactive quizzes, and assessments
Full learning management system for creating, managing, and delivering online courses

Course GuideUpon enrollment, every new learner will receive a course guide, which will also be available for download as a PDF on the course page. This guide will provide comprehensive information, including:

Detailed syllabus and learning outcomes: An outline of the course content, structure and learning outcomes
Learning path: Guidance on the recommended sequence of modules, activites and assessment.
Course formats: An overview of the various formats offered, such as eLearning, live coaching calls, and live Q&A sessions.

Course duration and access: Information on how long the course lasts and the duration of access to materials.
Self-assessment and feedback: Details about the self-assessment process and how feedback will be provided.
Support contact information: Ways to reach the support team via email or community forum for any questions or assistance.

Age:

The majority of learners (70%) are aged 35-54, with 25% in the 35-44 range and 45% in the 45-54 range. This suggests that most learners are mid-career professionals, potentially dealing with the demands of work-life balance, personal development, or managing stress.
Younger learners (18-34) make up only 12% of the audience, while those aged 55 and older represent 18%. This indicates that the content needs to be relevant for a primarily mature audience but should still be accessible and engaging for younger and older learners.

Gender:

With 85% of the learners being female, content should be sensitive to the challenges and interests that may be more prevalent among women, such as work-life balance, emotional well-being, and empowerment.

Language:

35% of the learners speak English as a second language, which implies that the course content should be clear, straightforward, and possibly include multilingual support or subtitles to enhance accessibility.

Assessment and FeedbackFinal Self-Assessment: A comprehensive online self-assessment, designed to evaluate learners' progress in mastering self-awareness and embodied presence. This assessment is accessible through a link in the LMS using the platform's own survey features.Feedback: Personalised feedback is offered during the an RTT (Rapid Transformational Therapy) session, offering insights and guidance for continued growth.

4. Assessments and certificates

Quizzes
Surveys
Assignments
Certificate issuance for course completion

1. Course creation and LMS functionality

Customisable course templates
Course editor with text, quizzes, drip-feed content, assignments Interactive elements (surveys, polls, discussions)
Robust course builder supporting videos, audio, text, PDFs, interactive quizzes, and assessments
Full learning management system for creating, managing, and delivering online courses

1. Course creation and LMS functionality

Customisable course templates
Course editor with text, quizzes, drip-feed content, assignments Interactive elements (surveys, polls, discussions)
Robust course builder supporting videos, audio, text, PDFs, interactive quizzes, and assessments
Full learning management system for creating, managing, and delivering online courses

Age: The majority of learners (70%) are aged 35-54, with 25% in the 35-44 range and 45% in the 45-54 range. This suggests that most learners are mid-career professionals, potentially dealing with the demands of work-life balance, personal development, or managing stress. Younger learners (18-34) make up only 12% of the audience, while those aged 55 and older represent 18%. This indicates that the content needs to be relevant for a primarily mature audience but should still be accessible and engaging for younger and older learners. Gender: With 85% of the learners being female, content should be sensitive to the challenges and interests that may be more prevalent among women, such as work-life balance, emotional well-being, and empowerment. Language: 35% of the learners speak English as a second language, which implies that the course content should be clear, straightforward, and possibly include multilingual support or subtitles to enhance accessibility.

Facilitation techniquesLive Group Coaching Calls - Monthly one-hour coaching sessions via Zoom, where participants can practice the tools from each module and review key concepts. Each session includes a breakout room discussion, allowing learners to engage with peers and explore a specific discussion question. Total of seven sessions. Live Q&A Calls - One-hour Zoom sessions dedicated to answering learners' questions and addressing any challenges they face in using the tools or incorporating them into their daily routines. There will be a total of three sessions during the 9 months.

Age:

The majority of learners (70%) are aged 35-54, with 25% in the 35-44 range and 45% in the 45-54 range. This suggests that most learners are mid-career professionals, potentially dealing with the demands of work-life balance, personal development, or managing stress.
Younger learners (18-34) make up only 12% of the audience, while those aged 55 and older represent 18%. This indicates that the content needs to be relevant for a primarily mature audience but should still be accessible and engaging for younger and older learners.

Gender:

With 85% of the learners being female, content should be sensitive to the challenges and interests that may be more prevalent among women, such as work-life balance, emotional well-being, and empowerment.

Language:

35% of the learners speak English as a second language, which implies that the course content should be clear, straightforward, and possibly include multilingual support or subtitles to enhance accessibility.

1. Course creation and LMS functionality

Customisable course templates
Course editor with text, quizzes, drip-feed content, assignments Interactive elements (surveys, polls, discussions)
Robust course builder supporting videos, audio, text, PDFs, interactive quizzes, and assessments
Full learning management system for creating, managing, and delivering online courses

Bloom's taxonomyThis learning outcome targets Level 3 of Bloom's Taxonomy, especifically the create area of cognitive domain. It emphasises empowering learners to actively use the self-awareness and embodied presence tools they've acquired to design their own personalised daily routine. The goal is to help learners establish new, healthier habits by applying these techniques in a structured and intentional way.ABCD reasoningA - Audience: The target learners are clients undergoing Rapid Transformational Therapy (RTT).B - Behaviour: The goal is for learners to create a personalised daily routine that incorporates consistent practice of self-awareness and embodied presence.C - Condition: This outcome will be achieved through various activities embedded within the eLearning modules and supported by live group coaching calls, Q&A calls and feedback during the follow-up session with their therapist.D - Degree: Learners should independently design a routine that aligns with their specific needs and goals. They should be able to articulate the chosen tools and integrate them into a sustainable daily practice.

In conclusion, LearnWorlds offers a robust, versatile solution that addresses the specific needs of both Tabata Heals and its clients. Its comprehensive features support the delivery of a scalable, engaging, and effective learning experience that empowers clients to achieve lasting transformation. This platform can enhance client satisfaction and outcomes, creating a more supportive environment for emotional and psychological growth while maintaining operational efficiency and cost-effectiveness.

1. Course creation and LMS functionality

Customisable course templates
Course editor with text, quizzes, drip-feed content, assignments Interactive elements (surveys, polls, discussions)
Robust course builder supporting videos, audio, text, PDFs, interactive quizzes, and assessments
Full learning management system for creating, managing, and delivering online courses

Age:

The majority of learners (70%) are aged 35-54, with 25% in the 35-44 range and 45% in the 45-54 range. This suggests that most learners are mid-career professionals, potentially dealing with the demands of work-life balance, personal development, or managing stress.
Younger learners (18-34) make up only 12% of the audience, while those aged 55 and older represent 18%. This indicates that the content needs to be relevant for a primarily mature audience but should still be accessible and engaging for younger and older learners.

Gender:

With 85% of the learners being female, content should be sensitive to the challenges and interests that may be more prevalent among women, such as work-life balance, emotional well-being, and empowerment.

Language:

35% of the learners speak English as a second language, which implies that the course content should be clear, straightforward, and possibly include multilingual support or subtitles to enhance accessibility.

1. Course creation and LMS functionality

Customisable course templates
Course editor with text, quizzes, drip-feed content, assignments Interactive elements (surveys, polls, discussions)
Robust course builder supporting videos, audio, text, PDFs, interactive quizzes, and assessments
Full learning management system for creating, managing, and delivering online courses

1. Course creation and LMS functionality

Customisable course templates
Course editor with text, quizzes, drip-feed content, assignments Interactive elements (surveys, polls, discussions)
Robust course builder supporting videos, audio, text, PDFs, interactive quizzes, and assessments
Full learning management system for creating, managing, and delivering online courses

3. Community building and engagement

Social networking for students and instructors (profiles, updates, connections)
Discussion forums
Built-in social network for student connections and relationship-building
Live chat support

Our social media strategy will include posts, reels, and stories that highlight testimonials from past participants in both text and video formats. We'll have post at least four times a week. We will also share promotional videos, institutional content, and informative articles to promote engagement and attract potential learners.Platforms will include Instagram, Facebook and YouTube.

The suite of marketing tools within LearnWorlds, including bundles, subscriptions, promotions, and affiliate programs, is essential for scaling the RTT business. These tools can help attract new clients and retain existing ones by creating tailored marketing strategies that resonate with the audience's preferences. For instance, promotional campaigns can be designed to target the specific learning gaps identified in the data collection.

1. Course creation and LMS functionality

Customisable course templates
Course editor with text, quizzes, drip-feed content, assignments Interactive elements (surveys, polls, discussions)
Robust course builder supporting videos, audio, text, PDFs, interactive quizzes, and assessments
Full learning management system for creating, managing, and delivering online courses

1. Course creation and LMS functionality

Customisable course templates
Course editor with text, quizzes, drip-feed content, assignments Interactive elements (surveys, polls, discussions)
Robust course builder supporting videos, audio, text, PDFs, interactive quizzes, and assessments
Full learning management system for creating, managing, and delivering online courses

Self-discipline and motivation:The fact that 85% report a lack of self-discipline and motivation indicates that the course needs to include motivational strategies, possibly through goal-setting exercises, progress tracking or motivational reminders.

Age:

The majority of learners (70%) are aged 35-54, with 25% in the 35-44 range and 45% in the 45-54 range. This suggests that most learners are mid-career professionals, potentially dealing with the demands of work-life balance, personal development, or managing stress.
Younger learners (18-34) make up only 12% of the audience, while those aged 55 and older represent 18%. This indicates that the content needs to be relevant for a primarily mature audience but should still be accessible and engaging for younger and older learners.

Gender:

With 85% of the learners being female, content should be sensitive to the challenges and interests that may be more prevalent among women, such as work-life balance, emotional well-being, and empowerment.

Language:

35% of the learners speak English as a second language, which implies that the course content should be clear, straightforward, and possibly include multilingual support or subtitles to enhance accessibility.

We will offer discounts for referrals to incentivise current participants to share their experiences with friends and family.

1. Course creation and LMS functionality

Customisable course templates
Course editor with text, quizzes, drip-feed content, assignments Interactive elements (surveys, polls, discussions)
Robust course builder supporting videos, audio, text, PDFs, interactive quizzes, and assessments
Full learning management system for creating, managing, and delivering online courses

The audience consists mainly of mid-career professionals aged 35-54 (70% are within this range). The majority of learners are female (85%), so the content will include themes like work-life balance, emotional well-being, and personal empowerment.35% of the audience speaks English as a second language, so language will be kept simple (plain English) and offer subtitles, or visual aids.Accessibility considerations are crucial, as learners can dedicate limited time to learning, with 75% having only 15 minutes per day. For this reason, learners will have lifetime access to the content. Because 65% of learner prefer to access mobile-friendly content, the course will be developed in Rise Articulate as it is fully responsive. Given that some learners have dyslexia (5%) and ADHD (20%), the course will incorporate dyslexia-friendly fonts (Open Sans), clear text, concise content, and interactive elements to keep learners engaged.

Audience

Mode of delivery and durationA blended approach provides flexibility to accommodate diverse learning needs. While multimedia e-learning content is released every four weeks, learners have lifetime access, allowing them to engage with the material at their own pace. They can choose to follow a linear progression and participate in live calls with others or opt for a completely self-paced experience as all calls are recorded and uploaded to the learning platform 24h after the session, making the course adaptable to individual preferences and schedules.

Final Self-AssessmentLearners will receive lifetime access to both the course content and the self-assessment. While we encourage completion of the self-assessment during week 9 of the program, learners can still access the feedback afterward by paying a small administrative fee. This allows them to schedule their one-on-one follow-up session with the therapist at their convenience.QuizzesEnd-of-module quizzes will be offered in a variety of formats, including multiple-choice questions, drag-and-drop exercises, true or false questions, as well as ordering and sorting activities. This diverse range of quiz formats aims to engage learners and reinforce their understanding of the material.

8. Learning pathways and progress tracking

Customisable learning pathways with personalised paths based on learner needs and goals
Course prerequisites
Advanced analytics for tracking learner progress and course completion rates
Automated emails to re-engage learners

The content has been written in plain English and presented in a conversational tone.
To enhance readability and prevent cognitive overload, the text has been chunked into smaller, manageable sections.
Additionally, complex concepts have been simplified and illustrated with real-life examples to facilitate understanding, as well as images or graphics to enhance visual learning and provide further context, where appropriate.

Age:

The majority of learners (70%) are aged 35-54, with 25% in the 35-44 range and 45% in the 45-54 range. This suggests that most learners are mid-career professionals, potentially dealing with the demands of work-life balance, personal development, or managing stress.
Younger learners (18-34) make up only 12% of the audience, while those aged 55 and older represent 18%. This indicates that the content needs to be relevant for a primarily mature audience but should still be accessible and engaging for younger and older learners.

Gender:

With 85% of the learners being female, content should be sensitive to the challenges and interests that may be more prevalent among women, such as work-life balance, emotional well-being, and empowerment.

Language:

35% of the learners speak English as a second language, which implies that the course content should be clear, straightforward, and possibly include multilingual support or subtitles to enhance accessibility.

With 85% of the audience being female and 75% only able to dedicate 15 minutes a day to learning, mobile accessibility is a game-changer. LearnWorlds allows for the creation of a mobile app, making it easy for clients to engage with course content on-the-go. This flexibility aligns perfectly with the learners’ lifestyles and preferences, enabling them to integrate learning seamlessly into their daily routines.

10. Pricing plans

Subscription plans: Starter ($24/month with $5 per sale fee), Pro Trainer ($79/month), Learning Center ($249/month) - We'd initially go for the Pro Trainer.
No transaction fees on higher plans
30-day free trial available, no credit card required

5. Technical support and customer support

Customer support via phone, email, and live chat during business hours (8:00 AM - 5:00 PM EST)
24/7 support on Pro and Learning Center plans
Comprehensive knowledge base with articles, video tutorials, webinars, and best practices
Knowledgeable, responsive technical support team

Data was collected using the following sources:

Questionnaire with current and past clients.
Interview with a sample of 30% of our current and past clients.
Business KPIs:

Effectiveness of therapy
Client retention: Client uses RTT for more than one presenting problem (resale)
Client loyalty: Client enrols in the Patreon membership.

Knowledge of the therapist about her clients.

The learning platform will include tracking tools that monitor learners’ progress and engagement through weekly streaks. Participants will earn badges reflecting their level of interaction within community forums not only to motivate learners to stay engaged but also to enhance their overall experience in the programme.

Therapy experience:Given that 65% have never done any therapy, we’ve decided that the course should introduce therapeutic concepts gently and avoid assuming prior knowledge. However, further knowledge should be provided for learners who would like to explore the topics further.

We will implement email campaigns tailored to current clients and prospects, focusing on the specific challenges they face and presenting our course and RTT therapy as a reliable solution. Additionally, advertisements will be included in newsletters to reach a broader audience.

Age:

The majority of learners (70%) are aged 35-54, with 25% in the 35-44 range and 45% in the 45-54 range. This suggests that most learners are mid-career professionals, potentially dealing with the demands of work-life balance, personal development, or managing stress.
Younger learners (18-34) make up only 12% of the audience, while those aged 55 and older represent 18%. This indicates that the content needs to be relevant for a primarily mature audience but should still be accessible and engaging for younger and older learners.

Gender:

With 85% of the learners being female, content should be sensitive to the challenges and interests that may be more prevalent among women, such as work-life balance, emotional well-being, and empowerment.

Language:

35% of the learners speak English as a second language, which implies that the course content should be clear, straightforward, and possibly include multilingual support or subtitles to enhance accessibility.

Age:

The majority of learners (70%) are aged 35-54, with 25% in the 35-44 range and 45% in the 45-54 range. This suggests that most learners are mid-career professionals, potentially dealing with the demands of work-life balance, personal development, or managing stress.
Younger learners (18-34) make up only 12% of the audience, while those aged 55 and older represent 18%. This indicates that the content needs to be relevant for a primarily mature audience but should still be accessible and engaging for younger and older learners.

Gender:

With 85% of the learners being female, content should be sensitive to the challenges and interests that may be more prevalent among women, such as work-life balance, emotional well-being, and empowerment.

Language:

35% of the learners speak English as a second language, which implies that the course content should be clear, straightforward, and possibly include multilingual support or subtitles to enhance accessibility.

Dyslexia (5%) and ADHD (20%): Course design should consider accessible features, such as dyslexia-friendly fonts, clear and concise text, and engaging, interactive content that can hold the attention of learners with ADHD.

Module 3 - What are your core beliefs?

Lesson 1 - A child’s needs

Unmet needs in childhood

Lesson 2 - Core beliefs

Unmet needs and the origin of core beliefs
Common core beliefs

Lesson 3 - Good news: You are not your beliefs

Reprogramming beliefs

Course structure - Modules 3 and 4

Module 4 - What are you thinking?

Lesson 1: Why you behave the way you do

How your beliefs make you
Pain vs pleasure

Lesson 2: Looping thoughts

Understand looping thoughts
Strategies for working with looping thoughts

Lesson 3: Good news: You are not your thoughts

From intention, to trust, to surrender

Bloom's taxonomyThis outcome targets the remembering level of Bloom’s Taxonomy (Level 1), aiming to help learners recall and recognise foundational concepts introduced in the course, such as the conscious vs. subconscious mind, beliefs, thoughts, and feelings. By focusing on basic recall, this outcome ensures that learners can confidently identify and differentiate these core ideas as they move on to more advanced content in Module 6, where the concept of self-awareness will be explored in greater depth.ABCD reasoningA - Audience: The target learners are clients undergoing Rapid Transformational Therapy (RTT).B - Behavior: The desired behavior is for learners to become familiar with and identify key concepts related to self-awareness.C - Condition: This will be achieved through the content in the eLearning, which includes various types of engaging activities, such as journals, master practices, and quizzes. D - Degree: Learners are only expected to recognise and identify these key concepts correctly; they are not required to explain them in depth as this is a self-development course, not a certification.

Bloom's taxonomyThis learning outcome targets Level 3 of Bloom's Taxonomy, especifically the evaluate area of cognitive domain. The aim is to enable learners to assess their knowledge, skills, and competence in applying what they’ve learned. By completing the self-assessment, learners can compare their level of self-awareness before and after the 9-week program, gaining insight into their growth and identifying areas for further improvement.ABCD reasoningA - Audience: The target learners are clients undergoing Rapid Transformational Therapy (RTT).B - Behaviour: Learners are expected to evaluate their growth in self-awareness by completing a comprehensive self-assessment. This involves reflecting on their progress and understanding how well they have implemented the techniques learned.C - Condition: The self-assessment is completed at the end of the programme. D - Degree: Learners should be able to evaluate their progress and areas needing further improvement, based on the results of the self-assessment.

Age:

The majority of learners (70%) are aged 35-54, with 25% in the 35-44 range and 45% in the 45-54 range. This suggests that most learners are mid-career professionals, potentially dealing with the demands of work-life balance, personal development, or managing stress.
Younger learners (18-34) make up only 12% of the audience, while those aged 55 and older represent 18%. This indicates that the content needs to be relevant for a primarily mature audience but should still be accessible and engaging for younger and older learners.

Gender:

With 85% of the learners being female, content should be sensitive to the challenges and interests that may be more prevalent among women, such as work-life balance, emotional well-being, and empowerment.

Language:

35% of the learners speak English as a second language, which implies that the course content should be clear, straightforward, and possibly include multilingual support or subtitles to enhance accessibility.

All content formats have been designed with accessibility in mind.

We will ensure that all PDFs are screen reader-friendly, eliminating inaccessible documents that are difficult to read. To enhance usability on mobile devices, we will limit the use of PDFs in mobile versions.
Every Word and PowerPoint document is available for download in multiple formats, including Word, PowerPoint, and accessible PDFs.
Additionally, all audio files are provided in the universally compatible MP3 format.
All audio and video files include transcripts, and videos will feature captions (though captions are not included in the prototype).
All images have alt text descriptions to enhance understanding for visually impaired users.
The course materials will be provided in the OpenDyslexic font, specifically available upon enrollment for individuals who have disclosed their dyslexia.
To ensure an optimal UXDL, we have presented the content in multiple formats and incorporated a diverse range of activities. These include chunked on-screen text, audio recordings, videos, live and recorded sessions, guided meditations and personalised hypnosis audio. Additionally, we offer journaling practices and opportunities for social learning through community forums and breakout rooms during live calls. These breakout sessions can feature activities such as free drawing, games, group presentations, and embodied practices. Learners can also create journals in various formats, including written entries, typed notes, or audio recordings.

Our course leverages cutting-edge research from various fields, including neuroscience, biopsychology, bioenergetics, embodiment practices, biology, transpersonal psychology, and the innovative Rapid Transformational Therapy (RTT) method. This ensures that learners receive evidence-based knowledge that is both relevant and transformative.

Module 7 - Mastering self-awareness and embodied presence

Lesson 1: Being vs. doing

What is Mindfulness?
Human being or human being?

Lesson 2: Becoming the observer

Understanding the observer
Practice being the observer

Lesson 3: What is embodied presence?

The power of presence
The body-mind connection
Integrating embodied presence into daily life

Course structure - Module7

Age:

The majority of learners (70%) are aged 35-54, with 25% in the 35-44 range and 45% in the 45-54 range. This suggests that most learners are mid-career professionals, potentially dealing with the demands of work-life balance, personal development, or managing stress.
Younger learners (18-34) make up only 12% of the audience, while those aged 55 and older represent 18%. This indicates that the content needs to be relevant for a primarily mature audience but should still be accessible and engaging for younger and older learners.

Gender:

With 85% of the learners being female, content should be sensitive to the challenges and interests that may be more prevalent among women, such as work-life balance, emotional well-being, and empowerment.

Language:

35% of the learners speak English as a second language, which implies that the course content should be clear, straightforward, and possibly include multilingual support or subtitles to enhance accessibility.

Time availability: The majority (75%) can only dedicate 15 minutes per day to learning, which suggests a need for short, focused modules that can be easily consumed in brief sessions.A smaller percentage (15%) can dedicate up to 30 minutes, while only 10% can commit 45 minutes or more. This reinforces the need for concise content, with more in-depth resources available for those who can engage longer.Digital literacy: 65% prefer using mobile phones, highlighting the importance of mobile-friendly content. The remaining 35% prefer laptops or desktops, so the platform should be responsive and accessible on various devices.Internet access: With 99% having broadband access, the course can incorporate rich multimedia content without major concerns about accessibility, though it should still be optimised for varying connection speeds.

Module 6 has been divided into three lessons. For the purpose of this assessment, we will focus on the development of Lesson 1 - What is self-awareness?This lesson has been developed in Articulate Rise and the corresponding lessons are shown in each box of the wireframe. The other wireframes presented here have been included to give an overall idea of how all modules will be structured the same way, each containing seven Articulate Rise lessons.

Module 5: What are you feeling?

Lesson 1: Feelings and states

Feeling in the body
What states are

Lesson 2: You are safe to feel

What creates resistance to feeling?
Allowing and befriending feelings

Lesson 3: You are not your feelings

See everything as the river

Course structure - Modules 5 and 6

Module 6 - The anatomy of self-awareness

Lesson 1: What is self-awareness

Definitions
The seven pillars self-awareness

Lesson 2: Blindspots and self-delusion

Inner roadblocks
The three blindspots

Lesson 3: Internal vs external awareness

Thinking vs knowing ourselves
Feedback is a gift

6. Hosting and security

Cloud-based hosting
Strong data security measures aligned with GDPR requirements
Isolated database for each school with regular off-site backups
PCI-compliant providers for payment processing (Stripe and PayPal)
Data centers hosted on Google Cloud with high-security certifications and global redundancy
Suspicious account activity monitoring and role-based access controls

Self-awareness and presence:A significant majority report gaps in self-awareness (80%), understanding how the mind works (95%), and skills to practice presence (95%). We’ve decided that the course should start with foundational concepts in these areas, building up from basic to advanced levels.

Bloom's taxonomyThis outcome targets the applying level of Bloom’s Taxonomy (Level 2). It focuses on enabling learners to independently practice and implement the skills and techniques introduced in the course, such as mindfulness, reframing, and centering. ABCD Framework ReasoningA - Audience: The target learners are clients undergoing Rapid Transformational Therapy (RTT).B - Behavior: The aim is for learners to apply these practices in their daily lives to enhance their self-awareness, stress management, and ability to challenge self-limiting beliefs.C - Condition: This will be achieved through the use of various activities, such as master practices, journalling and quizzes provided in the eLearning modules.D - Degree: Learners should be able to independently use and practice at least three of these techniques in their routines without needing direct supervision or guidance.

1. Course creation and LMS functionality

Customisable course templates
Course editor with text, quizzes, drip-feed content, assignments Interactive elements (surveys, polls, discussions)
Robust course builder supporting videos, audio, text, PDFs, interactive quizzes, and assessments
Full learning management system for creating, managing, and delivering online courses

The functionality to issue attendance certificates is key as we want to be able to issue certificates of attendance. The various feedback mechanisms available (including assessments and course forms) enable continuous improvement of the learning experience. This feedback loop is the most important feature as it helps the therapist to evaluate the client's progress and the overall effiency of the therapeutic program without having to manage multiple external survey and reporting tools.

The insights from the demographic data reveal significant learning gaps in self-awareness and emotional management. The structured, easily navigable format of LearnWorlds will allow clients to access content that addresses these issues effectively. The platform can host various resources, such as videos, interactive content, and community discussions that empower clients to practice presence and develop self-discipline, directly tackling the challenges reported in the data.

1. Course creation and LMS functionality

Customisable course templates
Course editor with text, quizzes, drip-feed content, assignments Interactive elements (surveys, polls, discussions)
Robust course builder supporting videos, audio, text, PDFs, interactive quizzes, and assessments
Full learning management system for creating, managing, and delivering online courses

7. Integrations

Integration options for marketing, eCommerce, customer service, business automation, and payment gateways

Module 1 - The mindset of change

Lesson 1: Rapid Transformational Therapy

What is RTT?
Why RTT works

Lesson 2: The mindset of change

What is your reason for change?
Do you believe change is possible?
The types of change

Lesson 3: Self-praise

Becoming your best cheerleader

Course structure - Modules 1 and 2

Module 2 - A map for navigating the mind

Lesson 1: Monkey mind vs. brain power

Traits of the monkey mind
Traits of the brain power

Lesson 2: Rules of the mind

The rules of the mind

Lesson 3: Inner critic

Parts and subpersonalities
The inner critic
Befriending the inner critic

The platform's SCORM compliance ensures compatibility with interactive content created using Articulate Rise. the authoring tool the business is already using. This is crucial for delivering engaging learning experiences, especially for a demographic that values blended learning (65% preference). The ability to quickly create, manage, and update courses ensures that the material remains relevant and engaging, directly addressing the learners' needs for effective and interactive learning environments.

Multimedia eLearningCore content - Provided in Articulate Rise, using a combination of on-screen text, audios, and instructional videos. A PDF version of the elearning content will also be provided as an eBook for accessibility purposes.

Given the reported desire for more interaction and support from therapists, LearnWorlds' communication tools can facilitate community engagement among clients. Features like community forums, mass emails, and integration with email marketing tools enable the creation of a supportive learning environment. This not only promotes a sense of belonging but also provides clients with peer support, which is crucial for their emotional and psychological journeys.

1. Course creation, LMS functionality

Customisable course templates
Course editor with text, quizzes, drip-feed content, assignments
Interactive elements (surveys, polls, discussions)
Robust course builder supporting SCORMS, videos, audio, text, PDFs, interactive quizzes, and assessments
Full learning management system for creating, managing, and delivering online courses, including live 1:1 or group sessions with Zoom integration.
Offers mobile app.

To draw in potential participants, we will create free resources such as webinars, ebooks, guided meditations, and hypnosis audios. These lead magnets will provide valuable insights and establish credibility, encouraging users to enroll in the full programme.

1. Course creation and LMS functionality

Customisable course templates
Course editor with text, quizzes, drip-feed content, assignments Interactive elements (surveys, polls, discussions)
Robust course builder supporting videos, audio, text, PDFs, interactive quizzes, and assessments
Full learning management system for creating, managing, and delivering online courses

1. Course creation and LMS functionality

Customisable course templates
Course editor with text, quizzes, drip-feed content, assignments Interactive elements (surveys, polls, discussions)
Robust course builder supporting videos, audio, text, PDFs, interactive quizzes, and assessments
Full learning management system for creating, managing, and delivering online courses

Tabata Heals was already looking to redesign their website, so the ability to design and customise a website within LearnWorlds enhances the brand's online presence, allowing for effective marketing and client engagement. The use of AI to create multiple landing pages can cater to specific client needs and learning paths, making it easier for potential clients to find the resources that resonate with them.

The action aims to promote inclusivity and accessibility by offering targeted discounts to past clients, and individuals from low-income backgrounds.

Blended learning:With 65% reporting a positive experience with blended learning, continuing this approach seems effective. However, it’s important to consider the 45% who have purchased self-paced courses and not completed them. This suggests a need for strategies to keep learners engaged, such as regular check-ins, progress tracking, and rewards for completing sections.

Age:

The majority of learners (70%) are aged 35-54, with 25% in the 35-44 range and 45% in the 45-54 range. This suggests that most learners are mid-career professionals, potentially dealing with the demands of work-life balance, personal development, or managing stress.
Younger learners (18-34) make up only 12% of the audience, while those aged 55 and older represent 18%. This indicates that the content needs to be relevant for a primarily mature audience but should still be accessible and engaging for younger and older learners.

Gender:

With 85% of the learners being female, content should be sensitive to the challenges and interests that may be more prevalent among women, such as work-life balance, emotional well-being, and empowerment.

Language:

35% of the learners speak English as a second language, which implies that the course content should be clear, straightforward, and possibly include multilingual support or subtitles to enhance accessibility.

The primary objective of this course is to help learners develop greater self-awareness and the ability to manage stress effectively. Specifically, learners should be able:

Explain key concepts of self-awareness, including emotional regulation and mindfulness, and how they contribute to their personal well-being. (Bloom’s Taxonomy: Understanding)
Apply self-awareness tools to improve self-awareness and emotional well-being, develop embodied presence, and manage daily stressors. (Bloom’s Taxonomy: Applying)

Learning objectives

Bloom's taxonomyThis outcome aligns with the applying level of Bloom’s Taxonomy (Level 2). The goal is to equip learners with a practical tool to maintain motivation throughout the course and in their everyday lives. ABCD reasoningA - Audience: The target learners are clients undergoing Rapid Transformational Therapy (RTT).B - Behaviour: The intended behavior is for learners to effectively apply the motivation tool, not only to complete the course but also to incorporate it into their daily routines.C - Condition: This outcome will be achieved through master practice sessions embedded within the eLearning modules and supported by live group coaching calls. During these sessions, learners will have the opportunity to practice the technique and receive feedback.D - Degree: By the end of the course, learners should be capable of independently using the motivation formula as an ongoing practice for their personal and professional growth.

When establishing naming conventions, the following guidelines were implemented:Folder structure: Before creating assets, a standardised folder structure and naming convention will be established. This ensures effective version control, simplifies file searches, and distinguishes between live and archived versions, as well as between original, revised, and final versions.Uploaded files: the naming convention is: ModuleNumber_AssetType_AssetTitle. This uniform approach helps maintain consistency and clarity across all assets.We need to ensure that every person working on the project will receive training in these naming conventions.

1. Course creation and LMS functionality

Customisable course templates
Course editor with text, quizzes, drip-feed content, assignments Interactive elements (surveys, polls, discussions)
Robust course builder supporting videos, audio, text, PDFs, interactive quizzes, and assessments
Full learning management system for creating, managing, and delivering online courses

Blended learning:

65% prefer a blended approach, which combines various learning methods, suggesting that the course should offer a mix of videos, interactive content, and possibly in-person or live virtual sessions.
45% prefer interactive content and video, so these elements should be central to the course structure.

Community engagement:

With 55% valuing community forums and social media groups, integrating these into the course could enhance engagement and provide support.

Podcasts:

Although only 10% listen to podcasts weekly, offering audio content as a supplementary resource might cater to a niche group who prefers learning on the go.

Bloom's taxonomyThis outcome targets the understanding level of Bloom’s Taxonomy (Level 1). It aims to enable learners to explain the connection between their identification with beliefs, thoughts, and feelings, and how this attachment influences their emotional balance and coping mechanisms for stress. By focusing on understanding, learners are encouraged to articulate these relationships, which deepens their self-awareness.ABCD reasoningA - Audience: The target learners are clients undergoing Rapid Transformational Therapy (RTT).B - Behavior: The goal is for learners to understand their contribution to their own stress management and emotional balance, thus enhancing self-awareness.C - Condition: This understanding will be achieved through self-reflective activities like journaling, master practices and quizzes introduced in Module 2.D - Degree: Learners are expected to articulate their understanding in their journals, as well as during live group coaching calls, and in one-to-one discussions with their therapist, who will provide additional guidance and support.

Regular blog posts on our website will cover topics related to self-awareness and personal development, providing valuable information that resonates with our audience and positions our programme as an essential resource.

Approach used for the modular framework: Bottom-Up The content was developed using a bottom-up approach, starting with a needs analysis, insights from psychotherapeutic studies, and practical experience working with clients. Key topics were identified and then organised into a logical, progressive sequence. This structure ensures effective scaffolding of concepts, starting with basic elements like beliefs, then progressing to thoughts and emotions, followed by an exploration of the anatomy of self-awareness, and concluding with the practice of embodied presence. This sequence allows for a gradual deepening of understanding, supporting learners as they build a comprehensive understanding of self-awareness.The terminology used for the module titles is designed to encourage self-reflection, incorporating questions in some titles to prompt introspection. Descriptive phrases, such as "the map for navigating the mind" and "the anatomy of self-awareness," were chosen to create vivid mental images, promoting clarity and depth of understanding. The title of the final module suggests that the course will equip learners with the skills needed to achieve mastery by the end of the programme, emphasising the progression toward advanced proficiency.

ActivitiesJournal practices - Self-reflective activities encouraging deeper personal insights and continuous reflection. The learning platform has a feature for diary entry, so learners can choose Master practices - Instructional videos or audios demonstrate key practice tools, with all materials embedded directly in the Rise course for easy access.Toolkits - The master practice tools are offered as downloadable files within the Rise course to support hands-on learning, but also in the learning platform so that user engagement can be tracked. Quizzes - Knowledge checks at the end of each module to reinforce understanding and track progress.Hypnosis audio - A personalised hypnosis audio file in MP3 format, delivered via email after the learner’s initial RTT (Rapid Transformational Therapy) hypnosis session."The Self-Awareness Tribe" forum - Community discussion and support are facilitated via the LMS's forum features, allowing learners to connect and share experiences with their tribe.

2. Marketing and sales

Customisable landing pages
Advanced selling platform with one-click sales funnels
Email marketing campaigns
Customisable sales pages, opt-in forms
Social media integrations
Advanced analytics and reporting

LearnWorlds provides a holistic solution by combining course hosting, website design, communication, marketing, reporting, and payment processing in one platform. This is particularly beneficial for Tabata Heals, given the small team size, as it minimises the need to juggle multiple tools. The integration of these functions enhances operational efficiency, allowing the team to focus on the therapeutic practice, content creation and learner engagement rather than administrative tasks.

Age:

The majority of learners (70%) are aged 35-54, with 25% in the 35-44 range and 45% in the 45-54 range. This suggests that most learners are mid-career professionals, potentially dealing with the demands of work-life balance, personal development, or managing stress.
Younger learners (18-34) make up only 12% of the audience, while those aged 55 and older represent 18%. This indicates that the content needs to be relevant for a primarily mature audience but should still be accessible and engaging for younger and older learners.

Gender:

With 85% of the learners being female, content should be sensitive to the challenges and interests that may be more prevalent among women, such as work-life balance, emotional well-being, and empowerment.

Language:

35% of the learners speak English as a second language, which implies that the course content should be clear, straightforward, and possibly include multilingual support or subtitles to enhance accessibility.

Age:

The majority of learners (70%) are aged 35-54, with 25% in the 35-44 range and 45% in the 45-54 range. This suggests that most learners are mid-career professionals, potentially dealing with the demands of work-life balance, personal development, or managing stress.
Younger learners (18-34) make up only 12% of the audience, while those aged 55 and older represent 18%. This indicates that the content needs to be relevant for a primarily mature audience but should still be accessible and engaging for younger and older learners.

Gender:

With 85% of the learners being female, content should be sensitive to the challenges and interests that may be more prevalent among women, such as work-life balance, emotional well-being, and empowerment.

Language:

35% of the learners speak English as a second language, which implies that the course content should be clear, straightforward, and possibly include multilingual support or subtitles to enhance accessibility.

For L3: Behaviour, we will analyse:

Therapist feedback from sessions, including observations of progress and behavioural change. Therapists can enter these notes directly into the LMS.

Age:

The majority of learners (70%) are aged 35-54, with 25% in the 35-44 range and 45% in the 45-54 range. This suggests that most learners are mid-career professionals, potentially dealing with the demands of work-life balance, personal development, or managing stress.
Younger learners (18-34) make up only 12% of the audience, while those aged 55 and older represent 18%. This indicates that the content needs to be relevant for a primarily mature audience but should still be accessible and engaging for younger and older learners.

Gender:

With 85% of the learners being female, content should be sensitive to the challenges and interests that may be more prevalent among women, such as work-life balance, emotional well-being, and empowerment.

Language:

35% of the learners speak English as a second language, which implies that the course content should be clear, straightforward, and possibly include multilingual support or subtitles to enhance accessibility.

At L2: Learning, we aim to track:

Quizzes at the end of each module. If this proves complex due to the quiz being in Rise, we’ll recreate it directly in the LMS.
Toolkit downloads
Self-assessment completion results.

Age:

The majority of learners (70%) are aged 35-54, with 25% in the 35-44 range and 45% in the 45-54 range. This suggests that most learners are mid-career professionals, potentially dealing with the demands of work-life balance, personal development, or managing stress.
Younger learners (18-34) make up only 12% of the audience, while those aged 55 and older represent 18%. This indicates that the content needs to be relevant for a primarily mature audience but should still be accessible and engaging for younger and older learners.

Gender:

With 85% of the learners being female, content should be sensitive to the challenges and interests that may be more prevalent among women, such as work-life balance, emotional well-being, and empowerment.

Language:

35% of the learners speak English as a second language, which implies that the course content should be clear, straightforward, and possibly include multilingual support or subtitles to enhance accessibility.

At L4: Results, we’ll assess KPIs, including:

85% improvement in self-awareness and well-being at the end of the nine-month programme
80% satisfaction in net sentiment
65% course completion rate

At L1: Reaction, feedback will be collected through:

End-of-module surveys and post-coaching call surveys to gauge net sentiment. These will cover satisfaction with module duration, usefulness, enjoyment of practical activities, relevance of content, and experiences in coaching and Q&A calls.
Data will be gathered through the LMS’s survey tool to avoid external data manipulation.

The LMS also enables tracking other L1 metrics, including:

Course completion and dropout rates
Time spent online (day, time, and duration)
Preferences for types of digital learning assets
Engagement in activities (toolkits will also be uploaded to the LMS so that it can be tracked. If kept only in Rise, it might not send that information to the platform)
Social learning engagement through the platform’s community forums.

Final Assessment - The Power of Self-Awareness

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