How to design a good outdoor course for children?

How to design a good outdoor course for children?

Some of my children’s friends in the outdoor field often complained to me: The hard work they had done was no one signing up for the event. Although some people took part in a course, the response was flat, and there were fewer and fewer participants.... How to design a good outdoor course for children?

First of all, let us first understand how to define “good courses” in parent-child out-of-home areas. These are those that parents can buy on their own initiative, gain after participation, are willing to buy your products again, and will take the initiative to help you Disseminated courses.

To design a good outdoor course for children, consider the following aspects:

First, attach importance to the user experience

In the era of Internet communication, the connection between people is indispensable, and the importance of word-of-mouth communication is also growing. To gain word of mouth, it is necessary to give participants a strong user experience.

1. To start from the needs of the participants

The participants here include both the children who participated in the event and the parents who signed up for the event. The participants are like fish. Good children's outdoor courses are like water. If you want to raise fish to raise water first, but to raise sea water or fresh water, you have to look at the needs of fish.

What parents want to improve their abilities? What problem did you solve for this course you designed? What value does this course bring to participants? Simply boiled down is useful. Having clearly identified the problems with the children's outdoor curriculum designed to meet the needs of the participants.

for example:

One of our previous activities, called “Backpackers”, was particularly popular. Through this task, the course solved problems such as time-delayed children, no money, and unwillingness to work as a team. Through this course, we created a timeline for children. The concept of money, money, discipline, teamwork, knowing that it is the joy after the completion of tasks, these are all values. Valuable. Parents saw it and would like to recommend this course like his friends.

After seeing the needs of participants, we must also pay attention to distinguish between strong demand and weak demand. First of all, you have to ask yourself whether you have found the demand points of the participants and whether the designed courses are “may have” or “must have” for the participants. This is the difference between weak demand and strong demand. If it is a weak demand, it is very difficult to promote the curriculum, and it is not even possible to register for the course; if it is a strong demand, this course will be very successful.

2. To exceed the participants’ expectations

The user experience itself is a kind of pure subjective feeling built in the process of using the product. Here, I think that the participant's experience is a psychological feeling. In the simplest terms, I took a taxi to the company. The car was clean and tidy, and the driver was skilled in driving. These were experiences. When I got off, the driver gave me a bottle of mineral water and let me drink on the road. This is Beyond my expectations.

When designing children's outdoor courses, it may also be possible to include more than the participants expected. E.g:

You have to design a "family-watching" activity. You will specify in this course introduction that you will explain how to use bird-watching equipment and the observation of birds. However, after the activity, you gave it to everyone. A participant had a very valuable bird map, which was not included in the introduction and was beyond the participants’ expectations.

Of course, the part that exceeds expectations is not only the last gift, but can also be added during the event. For example, in walking orientation activities, when everyone is tired and rested, everyone is given a bottle of water.

However, the last small gift is indeed a good and common way. It has commemorative significance and will deepen your brand influence, because every time children and parents see this gift, they will remember Participate in activities and think of your company.

Bringing a strong user experience to participants can occupy the user's “mental resources” and let parents and children think of you when they want to participate in parent-child activities. This is a good lesson.

Second, pay attention to the sense of scene

Have you encountered this kind of situation: When you were designing a course, you did a lot of preparation for the professional knowledge and the basic environment of the teaching site, but during the actual activities, the children asked you and you This class has absolutely nothing to do with the problem?

For example, when teaching children climbing trees, you are fully prepared for climbing trees. But the children ask you, "Teacher, how many years did the tree I just climbed?" You don't know how to answer. This is because of the lack of consideration of the scene when you are designing a course.

What is a sense of scene, in the children's outdoor curriculum design, refers to the scene in the course design to understand the location of the lecture, the scene of the lecture day, and even the participants' heart scene.

1. The actual scene in the local area

Parents and children industry professionals all know that "probing the road" is an essential item in the curriculum design. You can only design the curriculum based on the environment and content of the venue.

Those designers who design courses out of the air, and who don't look at the field, must have failed to design a course. To understand the actual scene in the area, not only to understand the props needed for the event, such as a tree, but also to understand the local environment, folk customs, the location of the toilet and so on.

2. Scene feeling on the day of the event

In addition to understanding the actual scene in the area, there is also a sense of scene for the day's activities, which is also called a sense of screen. The sense of the picture needs to be associative. From the tree you see, think of a group of children under the tree. From this group of children, they think of their psychology of participating in activities.

If you don’t know how to feel the picture, you can think about it from three aspects: time, place, and character. How many children and parents will participate in the event on the day of the event? If more than 10 people, this place can accommodate so many people? How much time does it take? When someone is participating in an activity, what other people are doing...

In terms of the climbing tree course, you find a tree that is suitable for climbing. You must also see how many people can be accommodated here. The tree climbing process takes place one by one. It takes a long time. What do the following children and parents do? Do you want to design some other small items to make those who are waiting feel "not boring"?

3. Participants' sense of the scene

Designing the course also considers participants' psychological scenes, and from the other side's point of view, they can get rid of individualism.

Everyone has a certain set of thinking, thinking that others who know him also know that everyone he knows will be. In fact, this is not the case. For one experience of my lecture, once I taught the plants to the children in the wild, after I finished the basic knowledge of a tree, a little friend asked me: Teacher, why is this tree on this side of the tree? How many leaves on the other side? This is something that was not included in the course design, so it was taken for granted to ignore this item in the design course.

The sense of scene, but also to take into account the parents' psychology, every parent hopes that his children will gain something. They all want to educate everyone about the good aspects of his child. Therefore, every child should be given in the course design. Opportunities for performance can be at different stages or when they have different identities, and they need to take pictures of parents.

For example, after the "Backpackers" event, 95% of parents sent messages to their friends. His children participated in the backpackers event today and they played the role of "X". And attach photos of the United States and the United States.

Good word of mouth spread out like this, but also expanded brand influence.

Third, pay attention to details

The old saying goes: There are big events in the world and they must be made small. From childhood to childhood, we all know the importance of details. However, in the children's outdoor curriculum design, how can we pay attention to details?

1. Details in the product copy

The key to a person’s first purchase of your activity is packaging. Packaging influences consumer decisions, especially for the first time. Here, the packaging is undoubtedly reflected in the publication of the product copy. It is undoubtedly more convincing than a written copy of a copy of a clear, high-value copy.

The product copy represents the customer’s first impression of you, so the details in the copy are to be:

First, it indicates the value to the participants. Write basic information such as activity overview, activity sessions, participation time, participation location, participation fees, and notes, and also write educational goals, event features, customer feedback, etc., which will enable attendees to see what they can bring after attending. .

Second, the text size, typos, line spacing, these details should pay attention.

2. Pay attention to details and be careful

Many people think that designing a course is over, but it is not. Curriculum design is a complete process, not only before design, but also after design.

In the actual activities, can you design the course link? Do you hope to reach the educational goal? What do participants care more about?

All these need course staff to investigate. After the course design, I will participate in the activities as a bystander, so that you can see the customer's reaction, the fluency of the activity, and even directly hear the customer's voice, such as once to participate in a child In climbing activities, we heard the parents next to ask: If parents can also participate, then we have increased the parent-child interaction.

Everywhere attention is also reflected in life. Many people like variety shows. As a course designer, when you look at a variety show, you see an interesting link. Will you ever think of the curriculum design it uses?

For example, in the "Extreme Challenge", "only use 3,000 steps to the airport", then you can also design one: the children to use their own wisdom or team's help to reach a place within 100 steps. This is also a kind of micro-innovation.

Fourth, the specific curriculum design process

Someone may understand the above description, but still don't know how to design. Here are some of the actual ways in which I designed the course:

First, preliminary planning, through the market survey, access to acquaintances, experience, etc. to grasp the basic needs of participants, according to which on the one hand to start course orientation.

Secondly, explore the road, find the suitable site according to the preliminary planning content of the design, and observe the site;

Third, the discussion and design, for the exploration of the results, the designers must discuss together, for the curriculum, summed up a few points of education, attention, design requirements, etc.; and assigned to a person mainly responsible for the design staff, write the copy and Course description

Fourth, the curriculum is perfect. Based on the suggestions provided by everyone, the paper will be improved and the course description will be improved.

Fifth, practice, observe the field curriculum during the activity;

Sixth, feedback is provided to receive feedback from participants (participants and lecturers) on their activities. There are many ways to collect the information. There are regular feedback channels, and the results must be collected on the side.

Seventh and second planning, no planning is perfect once. We must adjust the copy again according to the results of field observation and feedback.

Feedback and re-planning were repeated, at least twice, until the course copy made most people happy.

In short, designing a good children's outdoor course is inseparable from a child-loving heart and a heart that hopes to bring value to participants.

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