Thank you, computer, lady. OK this is building a six figure learning course. Call number one, nine three, this is part three. We have one more call scheduled. Maybe there's a bonus call in case there's a lot of questions or comments, or concerns. We can do that. But right now this is scheduled for four calls. Next week, we're going to have Ben burns run this call, and there's a bunch of things I'll tip my hat to in terms of what he's planning on doing. Ok? if you haven't done so, if you're watching this as a recording, please go back and watch part 1 and part 2. They'll make sense. There are sequence together, and I think that way, then we will cover the most ground today. So previously we touched on the wise, the overview, the blueprint, closing the knowledge gap, understanding how to do marketing. We're going to dig a little deeper dive on marketing and then showed you a product breakdown. Basically, the structure of how I've sold my first six figure course, which is on its way to hitting 700,000 in revenue. Today, I'm going to talk to you about a rubric. And until I started teaching and having people take a look at what it is I was teaching, I didn't know what rubric was. I'm going to share that with you. I'm going to help you position your product, your course, your workshop in a way that fits within the marketplace. So that you can stand out. And I'm going to teach you how to do email list building, using chat automation and then your MVP launch checklist. So let's dive into it. So the first part is the rubric, ok? And from last week we talked about coming up with a course title. This is very important. I don't want you to all to get super creative with your course title because if it doesn't make sense to people to search for, it puts an extra burden on you. For example, if you author a course on lettering, use the word lettering in there. How to draw, how to draw a letter forms calligraphy. You want something like that in your title? Not extreme creative advanced production one because nobody knows what that means, except for you. And so we've been trying to learn from this. And if there's a benefit tied into the product title, that's even better. Like, like Ben burns, the perfect proposal. That makes a lot of sense. The word proposals in it, so anybody is looking at how to write a proposal. It's going to show up on Search. We talked about trying to take the minimum viable to create a minimum viable product and just bringing it on to three learning outcomes. So today I'm going to spend a little bit more time talking about that. So this is thing in academia, it's called the rubric. I think that's a fancy word for matrix, and it looks something like this, and I made a print friendly one for you for 8 and 1/2 by 11. Of course, you can print out on whatever format that you want or not printed out at all. So if we break it down something like this, it makes you really focus in on being a better teacher, a better instructor. So CLO is, of course, learning outcome and you see one, two and three. So you want to sit down and think, what are the three things I want people to be able to do to know, to experience, to be able to handle on their own? And then you want to think about the kinds of things that you designed to achieve those learning outcomes, whether it's like creating a game, a demo, a role play, lectures, small group exercises, et cetera, those are all taken from the workshop survival guide. And then you have to also think about these assignments and possibly some kind of critique. So it's a basic worksheet. We're going to do this together, and you're going to do this in a breakout session really soon. It's across the top row, cee-lo, one through three, sit down and start thinking about what it is that I want someone to be able to do to feel to know what is that? So I'm going to show you the example I have here now. This is actually taken from a class I taught at Art Center called concept design. And sequential design, and just by doing this alone, it can explain a lot about how you have to structure and think about your course. It's nice to be able to sell a course, but if your course doesn't create transformations for people, you're not going to sell a lot and you're not going to have what you really need, which is positive word of mouth where people become advocates for you. So at the top here, so for a class called conceptual and sequential design, which sounds kind of crazy that you can actually design concepts, but you can. And the five things that I wrote down instead of three, because it's a 14 week long class, I want my students to be able to understand how to use metaphor and symbolism and semiotics, the meaning of things when they're connected. How to link multiple ideas together to create a larger narrative. And the secret part is creating this aha moment where they're able to disrupt expectations. We want them to be able to tell the story across time. So that's narrative sequencing and to be able to use design and framing to drive their story. OK you can write anything that you want. It doesn't really matter as long as you know what it is and you're clear about each one of those things. I suggest only doing 3 for now because we're doing an MVP. When you go to launch your full blown workshop, we're going to charge a lot of money for you might want to expand it to four or five now in sequence of when the assignments or talks or demos are given. You can see that they start to layer in complexity. And so you can see the first assignment is called simple soup, and the simple soup is just designed to teach them the hidden meaning between objects. So certain objects and images. Signal to the reader, to the audience, something beyond what they see. I'll give you an example. So when you see a person, let's just say a man reaching into their pockets and pulling out their pockets and they're empty and kind of shrugging their shoulders. What does that mean? It's not just a man pulling something out of his pants. What it means is the person's poor. And if you've ever played monopoly, I believe there's a card that looks like they're an image where Mr. moneybags reaches inside his pockets and there's nothing there. And I want them to understand when we want to communicate an idea some images have meaning and some have none. So they start to learn the vocabulary of symbolism and metaphor and then how to combine things together to make a new meaning a hybrid third meeting. OK And then we take that and we make the problem more complicated by designing a poster together. So now it's not just an abstract symbol, but it's symbols working in unison to create a much more complicated message for purpose. And so then we're going to incorporate things like design and framing. So now you have to understand metaphor and symbolism, and you also have to look at it through the lens of design and how design can shape the meaning and perception of the message. As we get into the third assignment, you can see now where we're hitting other ideas, so we're slowly building up the skill set and making it more complicated. If we were to jump to the last one number five where they have to design a main title, which is the title sequence for a movie or a TV show. We're going to have to cover all these big ideas, metaphor and symbolism, linking ideas, a narrative sequence, disrupting expectations and using design and framing. And if we started there, there's going to be a high chance of failure. So when you designed something like a rubric like this, it's going to really help you understand. How to structure and sequence your things together. So that people have the highest chance of learning what it is that you're teaching them. I hope that makes sense. I'm going to pause right here before I spin you off into the breakout room because you're going to sit here and design it. Now this is me looking back. I created this last night, looking back in time in terms of what I did, and I think had I started out my teaching career using a grid like this. It would have made everything much better. It would have the first five years I wouldn't have to apologize so much for. As a teacher after the fact, that is. And then you can get into the nuance parts, and we will so for example, what we're going to do is we're going to take one of these ideas, say the cymbal soup and start to think about how we can explain. This concept of metaphor and symbolism through symbols soup, ok? I mean, hit stop here. I heard some shuffling in the background there. OK, now does anybody have any questions about how to structure your course from that rubric? OK, so Angela, you're up. Go ahead. Yeah, I just got questions in the chat. That's why I ask, and if you can make it maybe an example that is not so design focused. So we understand. I think there were a lot of words that we, a lot of people didn't understand in that. Is it possible to have another example? It is. So here's the thing I gave you an example that is based on the thing that I teach. Yeah, you're going to create one right now together in small breakout groups, so you're going to get a chance to try it. And then I'll give you some feedback and then I'll go over some other stuff with you, ok? So we're going to do is I'm going to create a breakout room right now. Ok? does anybody have any other questions about what the heck we just looked at. So that I don't want to spin you off into breakout room where you're like, I don't know what the heck I'm even doing right now. Yes, I'm sorry. Yeah, it's mainly sherpa from New Delhi, India. I'm sorry to be saying this. I just didn't get the hang of it. I'm really sorry. No, no. I'm usually I'm not usually a tough guy, but I don't get it. You don't need to apologize. Yeah, I would agree that the words on the left hand side, I didn't know how to relate any of those to the table or how the they correlate to what we're supposed to be doing. Yes, because we're now just designing the blueprint, the framework, and I'm trying my best not to overwhelm you with what each one of those things mean, but I wanted you to understand. Don't go into the breakout room just yet. OK, I just wanted you understand how to structure it, so you have a course learning outcome. Let's just say I'm going to call you OK, so Kia is the chef and we can say kill when you're trying to teach people how to cook. What are the three key skills that they need to learn after they take this introductory course with you? Not everything they need to learn, but just three key things they need to learn. The basis of a suit. How to make variations and how to improvise and make substitutions. So three things. OK, that's beautiful. So wonderful. And so then what kind of assignments, exercises, demos can you do to teach them? One or all three of these skills, and we want to stack them, we want to layer them over time. So the very first thing that you can have them do is what make a stock a simple, clear stock? What do we call that on that stock? They can make variations and get to the next step. Is it called the mirepoix amirpour two? I'm going to have you audit a class for me, Chris, since you know so much about food. I like to eat it sometimes. OK, so she's going to teach you just the basic like, this is one of the foundational ways of making all kinds of soups, right? So this is really important. So in her example here, how to make a clear stock? Well, obviously that's going to hit the base soup part, and I don't think we're yet learning variation or improvising just yet. Right, right. OK, now what would be like demo number two or assignment number two or exercise number two? What do you think that would be? Making a puree stock plus one main ingredient. Oh, see. So obviously, Kiev knows what she's doing because she's like any fool, can make the miracle. And now we're going to add something else a puree, and we're going to add that with the simple stock you just made it. So now you can see like, you know, how to do the base soup. And you know, how to do create to create some variation, right? You can puree different vegetables or whatever else you're going to add to this soup. And now you're going to see that wow, one base skill. The critical part can lead to many different things. OK what would be the third step or the third assignment? Now, from the fury, you can add different spice mixes to also change that dynamic, so now we have a simple squash puree, we can make a Curry. We could also make it. Like Mexican style. So now we have our base. And then we start to play with flavors, ok? Like, yeah, beautiful. So there you go. So that's how you would do it. Does everybody understand that part? And that I think everybody can relate to. And I will show you stuff it's going to get a little deeper. OK hey, Anthony banks, I haven't seen you in a while. How are you doing? Good to see you, buddy. You look like you lost weight. You're doing much better in this pandemic than me. I think it's just a flattering camera angle or something. I need that lens DME later with the lens is the I look skinny in l.a., you know, Zoom call lens. Ok? all right. So with that, you can see that Kia can then design different learning outcomes or different assignments and stack them in different sequence. So that they make the most sense to building on things. Now, let's say you want to teach illustration. I noticed because I love drawing. I'm not good at it, per say, but I love drawing and I watch a lot of drawing classes, and when people really know how to draw, they teach you to draw. I think three simple shapes. A cube, a sphere and a cone, maybe a cylinder. And from that, if you know how to draw a cube, drawing a perfect cube is actually harder than it. It sounds. It really is difficult because I took a class on this, believe it or not. And then it was so hard I dropped out. I just couldn't do it, couldn't do. It can draw a perfect cube, but from a cube, you can draw a car, you can draw a building, you can draw people. You can draw a lot of things. So far for trying to map it back to Kenya's example here about cooking. If you want to learn how to draw, you're going to have to learn how to draw simple shapes. You're probably going to have to learn about perspective. You're going to have to learn about how to combine the shapes and create more complex images, and then maybe one of them is to be able to draw anything from your imagination. Let's say those are for I'm not a teacher of illustration, so. And then you would start to say, OK for several weeks. We're just going to try to draw a perfect cube. And then we're going to make the perfect cube into a wagon. Or into a house, a simple, traditional home, where to just build on that. And then we're going to start integrating other shapes, and before you know it, you can draw an electric shaver, you can design a car, you can do lots of different things. OK, we might integrate other than perspective. We might do something like. A casting shadows, oh, so tricky. Just thinking about it gives me a cold sweat right now. All right. So all you guys have learned how to draw. You probably like, yeah, everything you know, broken down to some simple shapes. OK was that helpful to anybody? Are there any questions that you might come up with before I spin you off? People are just talking about vegetables right now with the jobs. Everybody's hungry. Yeah then they're a super hungry. I am too. Actually, I didn't have breakfast this morning. OK, so now that we're clear on that? OK, Alex. Alex, hey. Hey, what's up? How are you? Good to see you, man. You're in here. Just a quick question. So on this list of the things that we've got to do on this side, is it all like assignment, like the q&a? The thing is, or you put like the lecture parts? Do so like the meat itself, the content or only. OK, Alex, your internet connection is a little choppy. You're breaking up, but I think I got the gist of your question. I know. OK this rubric is not being reviewed by an educational board or anything. We're not grading people. We will get into that maybe next time. How you can use this also to grade, which is really, I think, why the rubric was created. So students have a clear expectation as to how they're going to perform in the class. But obviously, we don't need to do grading. But what I want you to start thinking about the sequencing, the layering of what it is that you want to do. So for example, you can create a list that's not just five long. She can create a list that is 13 long, 12. It doesn't matter. It's up to you. I tried to keep it 5 to make you focus on the biggest assignments or talks, demos or lectures that it is that you think is going to be able to teach them these things. Some things, a few things are best suited just for lecturing. But let's say, for example, let's go back to illustration, since I don't want to talk out of things I don't know anything about. The instructor might show demos about one point, two point and perspective and demo how to draw the perfect cube and what to look out for, how to ghost lines. You know, anybody who's ever drafted, it's like you ghost the line three or four times and then you draw it. They might talk about hand, how, how you control the stroke, the tools that you might need. So that might be a mix of talk and demo. Right, so if it's like, say, for example, you're like before you can draw, you're going to need a pad of paper or a certain kind of paper, you can need markers, you're going to need a ruler, you're going to need certain kinds of pencils and different hardness. You might just do that as a PDF download. The basics, so you're not going to eat up valuable time in the class, so that's pre work. Make sure you have these supplies. In fact, I would. What I would do is I would include Amazon links, affiliate links to all the supplies. So they just click on the whole thing and just to get everything they need, they're ready to go. And that would be sent out via an email two weeks before saying everybody who's enrolled, you're going to need these supplies, and if you don't have them ready, here's a handy link. So, Alex, it's each it's up to each one of you because as many as people are on the call. The answer is going to be very different for each person. OK, so it could be three talks, one demo, two assignments and one exercise. I don't know what it is, but you will because you're the teacher, you're the expert. It's basically like three boards. It's a storyboard of the session, right? Mm-hmm a little bit. It's kind of like an outline, outline or storyboard. And then once we do this, I will show you what it's going to look like. I'm tempted to show you right now, but then I think your head's might explode. So we'll just keep it to this basic rubric, and then we'll go from there. All right. So I'm going to now open all the rooms. And I'm going to cinch you in there. What I want you to do in the next 10 minutes is I want you to do your best to fill it out, and I want you to save a few of those minutes of those 10 minutes and then and discuss some like, what do you think about this sequence? Does it make sense and you can get feedback with the person in the room? All right, so feel free to share your screen. Do what you need to do chat. Ask each other questions. It's going to be completely random. I'm going to send you off right now. If you don't want to go there, you can hang out here with me, but I strongly encourage you to do that. So go do some work. Everybody's got the rubric at this point, either. In the chat, I think I gave you the correct link now, Dropbox link or download the PDF. From the circle event. All right. I'm opening up all the rooms. Wait a minute. Hold on. Let me close all the rooms again. Why didn't that do it? Let me try this one more time. Recreate a sign automatically, there we go. There you all go. So go ahead, you're going to have 10 minutes, so the time can slip by really quick, so I would say spend about five minutes drafting this. It doesn't have to be the final draft. Seeing a little bit. And then we can share and talk about how you guys came up with your rubric, ok? The other day, I was talking to Mo, and I was talking to Mo. He was launching this really massive course and he was like, Oh Chris, I don't know if I can do this. Am I the right person? He started to feel all the feelings that you would if you're a first time teacher and author. He's feeling that. And he said, well, that's cool. You're learning from Greg Hickman, he's teaching how to launch a $6,000 course. Awesome but I'm going to take it from the other point of view. I just want you guys to get used to teaching and sharing and to take it step by step a little bit at a time. So it's all manageable for you. And then you build up to a much bigger course. And that's why I'm doing it this way. Many of you are first time teachers. You don't even consider yourself a teacher. Many of you are having some kind of existential crisis saying, well, what do I know anyways? Like, I know I don't know anything and who wants to listen to me. So we're going to build you up slowly so that you're not going to fly off the cliff without a parachute or a hang glider or anything. That's the idea here. 100 people in the group to launch 100,000 course. I believe you can do it. And the way we broke it down from the previous two weeks, I believe the way it's structured, it's a lot less intimidating. Run two workshops a month. That's it. Just try that. See where that goes. And when that goes really well, turn that into a course or a formal something else. You can write a PDF, book, whatever it is. So here's what I like to do. I want to use some of our time today. I'm trying to manage my time. I'm going to review like one or two rubrics with you. Does somebody want to share something where they thought, hey, I'm ready to launch? This looks pretty solid. And then you got feedback from your fellow pro members. And anybody want to share? Go ahead and raise your hand, and if you don't want to do that. Go to the reactions Smiley face at the bottom. Click on that and then you'll see the Raise Hand option. OK so nailab, you want to share. Go ahead. Share your screen. And let's take a look at this and Zoom in for me because my other monitor is quite small. OK would you like me to unmute and just share with you? Yeah, so do me a favor for. Sure Zoom into the parts where we can see it. OK OK, that's pretty good, right? Only this part is left. I guess it is. OK what's the name of your class? Yes so the name of the class is it's called sexist origins. That's the name of the class success origins. Yes OK. So let me give you some feedback right away. That sounds big and organic and abstract. What is success origins? Yeah so it's how your success is going to play out and how you're going to build it. So it is it's actually a set of three workshops. So the first one is it's going to be about building your success canvas, so you must have seen the Business Model Canvas. Well, actually, it's going to be a long talk if I'm going to hog the whole session like that. So would you like me to go on or. No, no. Let me just ask you some questions. And that way we can keep it super sharp and Thanks for being so thoughtful for everyone else. So and I'm just going to give you a feedback, like if I'm looking for help, I'm not going to type into Google success origins. Yes so you already have one stumbling block for you, I'm just giving you feedback, it's just one person's opinion. Like, if I want help and I don't even know what this is just yet, don't fight your own title. Call it something where it's a benefit to the person or something that they're looking for right now. OK OK. And a great place to start, it's a look at how books are titled, so here's a little hack here. Go on Amazon. Maybe open up another tab. Maybe not right this second, but open up another tab. Go on Amazon and look for the title of the book that you might write. It'll show you what because authors spend a lot of time thinking about the title of their book because lame book title. Not going to do well. So there has to be some intrigue, some benefit, and it has to be not obvious. But it has to feel like, Oh man, I really want to know what this is, success origins for me right now needs a little bit of that. Maybe it's a little too abstract. OK OK, so now your first MVP workshop, what are the three learning outcomes you want someone to have? Yeah so it's not a workshop. It's going to be the webinar first, which will lead to the workshops. So the webinar is going to have three outcomes that's understanding that what success isn't. So that would be the webinar. So by chance combined the workshop and the webinar. But the webinar is what success isn't. And see, there are three qualities of what success can be. One, it has to be fulfilling. If it's not fulfilling, it's not success. Number two so number one, it's fulfilling. Number two, it has to be sustainable. So that lasts long. So it's lasting. And number three, it has to be available and repeatable. You're going to have to repeat success over and over again in the different aspects of your life, because it's not just one career. It's also your family, life, spouse, your children. That's the kind of direction. And it is actually precisely for launching this, that I joined the group, so I'm really liking any, any influence that people share with me and other grateful. And even if you're going to be the toughest critic that I get, I would be accepting it before that happens. OK, wonderful. All right. So what I want to do is I believe you all can do this, any which way you want. But when you try to jump and do it your way, I don't know how to give you input because you have clear vision as to what it is that you want to do. But if you want to learn how I've been doing it, I would not suggest doing it this way. I, you know, launching into webinars, it's complicated stuff. What we want to do is get you all to be able to sell 10 students a course that's $25. That's it. Let's get to the first marker. OK and when you do, the webinar webinars are usually used to sell very complex, expensive products, and I don't think you need to for a $25 course. I just want you to think about like, what are you going to be able to walk away with? Clarity on your life goals, how to find work life balance, how to become happier. So is this a happiness formula? What is this? And I want to know as a benefit for me, why the heck am I looking for this? Because I can almost guarantee you nobody's typing and like, oh, I'm stuck in my life. Success origins. Obviously not yet. So let's work on that, and let's kind of figure out some basic skills that they're going to learn after attending your workshop. If you stick with the program, I can more. I can give you better feedback than if you're like, wow, I'm going to do webinar. It's going have 14 parts and then I'm going to jump to a workshop. OK, so try try my way first. If if you want to, if you don't have to, obviously. OK, I would love to. Thank you. OK, thank you very much. All right. So let's move on to I believe nila has ni. Now we already did you? I'm sorry. Connor Connor, you're up next. I'm just looking for a little bit of feedback on the name. OK, so first nila, can you stop the share? OK go ahead, Connor. I didn't fill out the rubric, so but but I have all my modules laid out because I've taught this class at the college for a few years. But my name is how to see the world as an artist, a digital painting workshop. OK just by the number of words I want to chop, the number of words in half. It was just how to see the world as an artist and the digital painting thing just happens to be the way that we demonstrate the skills of observation. OK, so just how to see the world as an artist? Is that too abstract? Think like an artist, ok? I don't know. I like see like an artist because it's about your eyes. It's about observation observing. Yeah, but think like an artist works, too. I have a book that I bought thinking that one day I'm going to steal the book. And then just turn it into a workshop myself. It was, it was called How to be an observer of the world from the lens of an artist, something like that. That's exactly what I'm teaching. They had a bunch of beautiful exercises in it. And if you remind me later, Connor, send me a message and I'll find the book for you. So one of the things it would say like go to your refrigerator, pull out whatever it is in your refrigerator, make a painting from that. So you're going to make your own paint, so if you have blueberries, you would mash them up and then you would start to make your own paint. It's amazing. And they had a bunch of different sides like that or go into your trash can pull out all the packaging and wrappers and make a design composition out of that. And so it's a series, I think, like 100 different exercises, and I thought, this is so cool. If any one of my kids wanted to be an artist. I would just throw the book at them and said, read this. Totally but they're much more sophisticated than that, so I'm going to read it. OK all right. So some feedback for you, ok? Try to use as few words as possible. It should capture someone's imagination and put them into a positive future state. OK all right, thank you. Thanks, Connor. All right, next up is Alex. I don't think I'm going to be able to talk to more people than this. But Alex, what do you have for us? Yeah, go ahead, Cheryl. Well, so I've got this is your startup health check. This is a screenshot of the end result as you build a health card that you would continually update and review with your team. And I'll stop talking. Start up health check. I get the start apart, I see you're combining this medical thing with start up, right? It's intriguing. It might throw me off a little bit. Because I feel like it's it, you know, my prostate is a time for, yeah, like, you know, the idea is you get your pulse checked or your blood pressure a couple of times a year. And so it's like you just have really high level metrics so you can quickly go, do I need to go to the lab and get more tests or am I good? That's kind of the idea, but I hear you. It doesn't just shopping. Sometimes you can be too clever for yourself or one visual. One metaphor is so strong that overpowers the other. So every time I think health check. And so tell me what the benefit is. What is the benefit of your course? What do you think it is? The benefit is people are wanting to use data, but they get overwhelmed by it. So they're using way too many tricks or none at all. And so the idea is we're finding the key numbers across the key bands of the organization that every month we can quickly go, oh, I'm healthy, oh, I'm not healthy here. I need to check in, ok? I'm also not a Tiger. This is not a title, but think about something like the metrics that matter. That's really what you're talking about. It's not too much, it's not too little. The metrics that matter. OK And then maybe something about your business and. And startup is like, are you talking to tech companies? Yeah, I'm usually working with founders first time, often first time founders of tech startups or tech adjacent companies. Yeah so maybe then you have to. OK, so you're talking to entrepreneurs. This is not like for design firms, right? That's correct. So maybe there's other language language that you can use from the tech community, from the entrepreneurial world, where a mash up of a couple of key words might be the perfect thing where it's like, that sounds like it's for me. So a title for your course should also be self-selecting for the audience to say, like, this is for me, and it should be pretty clear. It should be really, really clear. OK all right. Let's see here. I think I'm going to take one more person, ok? No, you know what, I'm going to run out of time. I'm sorry, guys. I apologize. Everybody has your hand up. Just leave it up. We'll we'll see. If we have time, we'll circle back to you. All right. So now I'm going to share my screen again because I have some talky bits to do. OK like so you all should now have seen something like this. Is my screen cut off by any chance? No, it's fine. No, you're good. All right, cool. So you guys remember this very iconic image. It's Daniel LaRusso in the Karate kid, the crane kick. And what we want people to do is to be able to do this finishing move to win the tournament, to beat Johnny. And just do the crane kick right. And the crane kick is a major scale. It's a combination of a lot of different things. Balance the hand-eye coordination, striking form, distance control, all that kind of stuff. And what we want to do is we want to take major skills and we want to break them down, chunking them down into little bite size pieces and make them minor skills. And when you want to teach somebody like how to think like an artist or how to see the world like an artist or be an observer of the world? Well, that's a really big idea. That's a major scale. And so you want to break them down to smaller and smaller pieces until it becomes very easy to do. And the reason why I reference the Karate kid, a kid of the 80s, I love karate kid, but Mr Miyagi teaches Daniel karate through very basic, very repetitive tasks. And by linking together combinations of very basic skills, he's able to do something that he never thought he would be able to do, which is to stick up for himself. All right, somebody is drawing all over the screen. Do you mind just clearing that out, please? OK, so here's an example for you. OK, I'm going to have to do this myself. They're all drunks. All right, so the example is this last week I talked about topography and one of the key big ideas, the major skills to understand repetition and contrast, which is in musical terms, consonance and dissonance. When you have a beat, a rhythm. You know, we can say that it feels musical, but if it's too repetitive, then it's going to drive us insane. So music, like in topography is about balancing these two components repetition. And in contrast, maybe perhaps if your key you're talking about flavor profiles between saltiness and an acid or heat or something like that salt, acid and heat. It's a balance of those three things. And so when I want to teach someone about topography, I want them to learn repetition and contrast. And the way that you can create contrast and repetition is through size through shape, weight, distance, color, texture, and it goes on and on and on. So we're going to take one of the learning outcomes, like if you want to be good at design or topography, you have to learn repetition and contrast, then that's going to be broken into much smaller bite size pieces. This isn't necessarily for your workshop, but it's definitely going to have to be for your full blown workshop and your course, because that's going to want to be a complete, satisfying experience where someone's going to learn a new skill, a major new skill. But if we take a look at that and we say, like, let's pull one of those things out. Well, what would one assignment or one component of the lecture talk be? Well, I'm going to just pull out one because it's right there on that screen. Wait so when we say the weight, we're talking about the typeface weight and what is it that I want you to know? That bold love's light and light loves bold to try mixing two weights to drive contrasts, and then I give you some examples and I can show you many examples of this. And so you start to see like, oh, I didn't know why it was visually drawn to that design. And it's because of the mixing of two very different weights of the same typeface. And when you pay attention to this, you can actually see logos that are designed this way where there's a bold weight. And it's lined up right next to a lightweight as in maximum impact. So when we make everything smaller, it's a lot easier for us to teach and for someone to comprehend. All right. So if you want to screen capture this and say, OK, what is it the major scale? What are the minor scales and what are examples, how do I best teach that? OK, now we're going to move on to the next part here because it's mindful of time and everything. I want you all to do a competitive matrix. This is actually very informative, even if you don't think you're really competing with anyone, at least, then you now know where you stack up in the marketplace. So Uh, not today, but later, I'll send out the PDF of this call, and then you can start to fill this stuff out to think about what is your course, what are the learning outcomes you promise versus a competitor a, B and C what are your price points? So we'll leave yours blank for now and then relative to a, B and c, are you providing more value, less value? It's a bigger or less, you know, a smaller course, whatever it is. And then you look at the hours. I know this shouldn't matter, but it matters to people when they look at, oh, this is a 14 hour class and that's a 10 minute class. People generally assign value to longer courses, even though it should be the opposite. Are there any unique selling propositions? Is everybody doing a cookie cutter of the same class? And if they are, that's a lot of opportunity for you. But at least now you're informed and you can design your course, at least, excuse me. You could design the marketing of your course, to communicate and lean into your unique selling proposition. Do you have different forms of social proof? The other person's been a professor at the School of Visual Arts for 10 years. The other person who's written three books, the other person has won multiple nationally recognized awards. So what form of social proof are you going to use relative to your competitors. And any kind of extra things that you can include? Well, mine includes a trip to Maui as part of the experience. Well, the others are not saying that a mine is going to include digital certification verified by x, y and z, whatever the extras are. So now you know how you stack and it should be a Warning sign for you. If you can't differentiate between these other people, you have to find some unique selling proposition and believe it or not, just your personality. Maybe your life story can be your unique selling proposition. Last week we had a clubhouse call with rich Webster, who's a self-taught designer, and he his first year in business. He made $10,000. Now, why would I share that? Because that sounds like that's not really great social proof, Chris. It's not. But he can claim something that I cannot, which is, I understand you. I've been through the struggles that you're going through now. And if I can do it, you can do it too. And if you're like Christine loser, highly educated person, she can lean into, well, man, I have xy degrees from these schools and I've studied 35 years of my life. I'm an expert, so every one of us can lean into our experience, our inexperience or anything in between. Just look for what makes you different relative to your competitors. This next part, I'm going to tell you about, which I think is pretty exciting. And if you're not into the world of automation, I think this part, you really need to pay attention to. Now we all know this, the gold is in the email list, right? But email collecting them, sending them out can be very complicated, and you're going to see how complicated it is because Ben is going to show you what we have to do to sell a course. But I think there's new ways to do this, and I'm super excited to be using chat automation. So I've been working with many chat, which I'll talk about later. OK and here's the general anatomy and why I want you all to go sign up for an account, but don't do so just yet. Ok? you're going to use Instagram stories to help promote and build interest in your course and also simultaneously do a lot of the manual work for you and collect emails, not emails, but contact, because the whole point of having email lists is to be able to reach out to people where they're at. And so it's what you want to do. You want to create a piece of content that has a clear keyword call to action, and then the chat bot will recognize that keyword and it'll run whatever it is that you want it to run. And what you can do is send a link to a resource, which I think is a pretty compelling reason why people should say, hey, I'm interested, and it doesn't even take much when I tell people I'm going to author a personal branding course, which I am doing. Just comment this, and I don't give them anything just so I can know who to contact afterwards. They'll be the first people I reach out to for the beta version of my workshop. And so you don't even need to give anything, but I highly recommend that you do give a resource that is some of your best stuff because that establishes your credibility and it creates in the audience's mind. If the free stuff is this good, I wonder how good this course is going to be. And it's OK for that to be the best thing you have to offer, because now at least they've enrolled in your course now, later on, what you can do is you can notify the list of people who have been tagged and send them a DM through Instagram or even to send them a DM via their cell phone. And at that point, you want them to take action to sign up for your Eventbrite course, which is going to be $25 and that's going to lead all to the workshop. The reason why the resource leads the workshop to is don't forget to create a link to the web page that goes to the workshop. So that when they download your PDF, the link is there and the link should be evergreen, so that in case this goes out later on, it doesn't go to a dead end. OK now it would look something like this, this is me saying, hey, I'm going to be doing a workshop with dribble and DME. The word biz and a bunch of people did. And then I was able to send them a link to the registration page. And the reason why DM chat automation is really powerful is because you're removing a lot of the resistance and the friction around taking multiple steps. It does this for you. OK, I have to wrap up here pretty soon. OK, so what's really cool is everybody that interacts with one of your DM chats, it keeps track of that, as you can see there. See, so 891 people have expressed interest in the group. So if we need to sell more group memberships, I'm just going to start to DM those people and I can do a whole bunch of different things via the bulk actions up at the top there. So since activating my DM chat bot, I've now collected 5,548 people who are interested in something that I'm doing. And so you all get scared. It's a very simple flowchart Ethan thing. There's no programming and it's very intuitive and really straightforward to do. OK and you can see here, here's a simple one. This one is kind of complicated with multiple steps, but the simple one is keyword and then action, a message, a link, something like that. But as soon as they take action on this meaning they sent a keyword. Your chat button now knows who it is, and then you can tag them later as a contact for whatever it is. So you have multiple courses one on success mindset overcoming limiting beliefs setting. Goal setting. You can create a chat for each one of those things, and the reason why I'm telling you this is you need to do this now. Because when you're ready to launch your thing and you have no one to talk to. It can suck. OK, so later on, don't do this right now, they're setting up a custom page for me that you can sign up Everybody who wants to sign up right now, you can get a full, full featured control, fully fully functioning thing for three months. It's a free trial. And even when you're off your free trial, it's so cheap per month. I highly recommend it. And there's a woman. I'm going to tell you her name right now because we're going to be talking to her. Her name is Natasha Takahashi, and she's on Instagram. Look up her content because she's been doing chat automation for four or five years now. She's got really good content on Instagram, and I'm excited to see how I can use chat automation, do a lot of sales, and I think this is really aligned to my anti selling, introverted nature. OK we're rounding the finish here because I have to wrap up the MVP workshop launch checklist looks something like this, and I'm not going to talk about too much. We can get into this a little bit later, so just go ahead. Screen capture this right now. It's on everything that you need, but it's some things. And ultimately, this is all going to lead you to an Eventbrite page. And as you look at different Eventbrite pages, there's certain things that are similar. You're going to need a really great title. You're going to do agenda. You're going to need a killer slide graphic. You know, you need to have something like that. I'm out of sequence here. It's over here. Eventbrite sales page error, header image, source description, who this is for, et cetera. OK, and on the day of the workshop, you're going to need it very simple thing, you've got your one page outline at most have a 20 slide keynote deck. And this is the rough components that you need an agenda prompts resources and worksheets, and then don't forget to have your survey questions at the end. Because you're looking for feedback, remember? So it's almost more important that they fill out that survey because that's how you're going to shape the next course and get better at this. And once you do that, you're going to make your 28 a 28 day plan. And here's an example calendar. This is totally bogus. I don't even know what this is, but I put something together because you need to have a plan. So usually the last day of registration closes, you're going to send out notification everybody saying, hey, today it's the last day to register for my class. Then you have a 48 hour notification. You might want to do some Instagram Live or some kind of live component, and that would be like the webinar version, you know, but you're going to give value, you're going to talk to people. So that people can see that your real person, it doesn't have to be too slick. OK next week, Ben burns is going to talk to us about how to do all these kinds of things. Email capture campaign and segmenting the audience email launch sequences and scripts, configuring your sales page, setting up the e-learning platform, your merchant accounts, et cetera and how to deal with customer service. Because inevitably, when you start to do whenever you create a course, sell a product, you're going to have to now enter the world of customer service. OK, that's it for this. Let me stop the share. Break out of this. OK, guys, I hate to hit and run, but I have to do it again. Sorry I have another call. Let me just double check, because last time was a fake emergency by someone else. Yeah OK. Sorry. OK. Yeah, I do, I do. So no one feels like they want to hang out a little bit.