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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.