How You Organize Your LearnDash Course Makes a Huge Difference

I've attended presentations by very recognizable experts that have put me to sleep. You think to yourself, "How can someone with that much expert knowledge have zero skills at communicating what they know?"

It happens, right?

When you are building your LearnDash expert course, you have to avoid making the same mistake. The blunders that make a presentation boring will make what you think is a LearnDash expert course into something that is equally unbearable.

How can we avoid making this mistake?

I've said this over and over again in many of my writings and presentations. People don't want to become experts. They aren't interested in knowing all it is that you know. They want help from you, the expert, in solving their problem. For example:

• They want to reduce a few strokes from their golf game.  They don't want to become a certified gold pro.
• They want to improve moral on their team. They don't want to become a complete leadership / HR expert.
• The want to make more money in the stock market. They don't want to develop expertise in everything related to financial trading.

People want to save time by working with you. Everyone is pressed for time. Many of the ones would become paying customers have the money and lack time. They can spend hours and hours watching your video recordings. They prefer to get your content in pieces around 8 to 12 minutes long. You may have topics that needs hours worth of material, but you must chuck it up. That keeps people from waiting and waiting until they have the hour before they start.  (They never will.) However, if you give them shorter pieces, they take small bites and before they know it, they'll have gotten through an hours worth of your stuff.

I'm going to borrow from an article published on LearnDash's blog. It is really valuable and thought it worth including here and elaborating with my own thoughts.

What Does Someone Want from Your LearnDash Expert Course?

People sign up for your online LearnDash course because they want to be able to do something they tried doing on their own and failed. It may be they didn't even start, but they don't want to go at it alone. So you have to show them the results they will get when the reach the end of your course.

You want them to buy into the promise you are giving them so they know investing money and time in your course is going to get them where they want to go. If you build your course pieces by piece showing them step 1, then step 2, then step x, they will see only the work and start to think, "What did I get myself into? I'm never going to get this done?"

You may feel like you are selling them inside your course and shy away thinking, "That's not my style." That would be a mistake. You need to paint them the final picture of their success looks like. You want to give them the hope they need to stick it out.

Tell Your Learners What May Have Failed

Many people taking your course already tried a few things. My wife wanted me to figure out why our microwave oven was giving us this one error code. I had already done some searching on the Internet and nothing seemed to address what I needed. Then I found something that told me exactly what I needed. It showed me how other error codes could be confused with this one. I knew that. It's what I found in a bunch of search results. When I go the answer, the fact that this one search results told me this code could be confused with others make me think I wasn't crazy.

So my approach to your course recommendation is that you help your learning student understand why other approaches or ways of learning your topic may not work. You want to point out obstacles they are likely to encounter. You now sound like this smart guide that's pointing out the potholes other experts failing to show them.

Shove Your Students Forward

You've made it clear what the final results looks like.  You are getting them from point A to point B. I wouldn't want my expert to give me every possible path between the start and finish. I want them to tell me the one, maybe two, ways that work best.  Save me the wasted time by helping me be efficient.

Get rid of anything that isn't important, absolutely necessary so the student isn't distracted by trivia they don't need.  You may thinks its cool because it's what you do every day, but your student just wants results.

Hope this helps.