HexvorCourses and training
A website for your course or training programme
Somebody deciding on a course wants to know what they will be able to do afterwards, what it takes, and what it costs. A curriculum written as outcomes sells; a curriculum written as topics does not.
Describe your siteTry something like this
A site for a six-week photography course. What you will be able to do at the end, the weekly outline, who teaches it, the price, and enrolment. Editorial and specific.
The more of it that is true of your business, the less of the result you will have to change. Hexvor never invents a phone number, an address, a price or a review — anything you leave out comes back as an obvious placeholder rather than as a plausible lie.
20 rules the engine applies to this kind of site
Not a feature list. These are the actual instructions sent with your request when Hexvor recognises the trade, on top of the 647 that apply to every site.
Say what they will be able to do
State the outcome of the course, not its syllabus.
Courses form a path
Organise by what leads to what, not alphabetically.
Make courses findable
Search and browse that match how somebody chooses.
State the level
Beginner, intermediate, expected background. Wasting an application is worse than losing one.
State the time
Duration and weekly effort, where they are known.
The instructor is visible
People choose a teacher as much as a subject.
Concrete outcomes
What somebody can do afterwards, in specifics.
Show progress
Inside a course, always say how far along somebody is.
Predictable lesson movement
Next and previous behave the same way everywhere.
Mark completion
Say clearly when a lesson or milestone is finished.
Make the content searchable
Once there is a lot of it, search is how it is used.
Meaningful categories
Group by subject and level, not by arbitrary tags.
Explain access
What the price includes, for how long, and what happens after.
Learning works on a phone
Much of it happens in gaps in a day.
Long-form readability
Educational text is read for a long time. Set it accordingly.
Explain assessments
Say what a quiz expects before somebody starts it.
Feedback after interaction
Say what was right, what was not, and what to do next.
Accessible to different learners
Captions, transcripts, contrast and structure.
Never invent credentials
No accreditation, affiliation or instructor qualification that was not provided.
Encourage without noise
Progress and encouragement, without turning learning into a slot machine.
Describe yours
Free to start, no card. Publish when it looks right.
Build a site