We ran 3 workshops, made lots of notes, and have now converted them all into this curriculum outline.
There are 3 sections:
- How to talk about community
- What is community
- Build a business case for community / Selling community
You can either reply with feedback, or edit this wiki page.
Have fun 
James & Rosie.
1. How to talk about community
Aim
Learners will gain a foundational understanding of how to talk about community to give them understanding and confidence of their work.
Target learner
People who want to build or expand their knowledge of community management.
Learning outcomes
By the end of the curriculum the learner will be able to:
Understand your audience
- Explain why it’s important to understand your audience
- Know how to reuse your audience’s own language
The word community
- Explain the challenges of the community word
- Know when and when not to use the word community
- Know what words to use instead, reusing your audience’s language
- How to create our own community boundaries
What is community to members
- Explain what a community member is
- Know how community can make members feel
- Explain the benefits of being a community member
What is community to stakeholders
- Explain what a stakeholder is
- Identify stakeholders in their own community and context
- Define stakeholder needs
- Explain the benefits of community to stakeholders
- How to report progress back to stakeholders
What is community to community people
- Explain our role within community
- Map out our community boundaries
- Identify the required support and needs
2. What is community
Aim
Learners will gain a foundational understanding of what community is.
Target learner
People who want to build or expand their knowledge of community management.
Learning outcomes
By the end of the curriculum the learner will be able to:
What is community?
- Recognize a variety of definitions of what community is
- Identify a relatable community definition
Types of communities
- Identify the various types of community
- Explain which type their community is
- Design a model of their community
How to think about community
- Recognize a variety of community frameworks
- How communities are the future
- Identify where community sits within your organisation
- Design for the changing future of communities
What are the boundaries and limitations of community
- Identify where community starts and stops
- Discover where collaboration and value is created
- What communities are and are not
- When communities are a good use case
Who contributes to communities
- Identify who contributes to your community
- Design a list of community stakeholders
- Finding people and budget to support community efforts
Community terminology
- Identify community terminology to empower community communication
3. Build a business case for community / Selling community
Aim
Learners will gain a foundational understanding of how to build a business case for community management.
Target learner
People who want to build or expand their knowledge of community management.
Learning outcomes
By the end of the curriculum the learner will be able to:
Know your business
- Define how your community exists as part of the business
- Recognize who your supporters are
- Create new relationships
- Discover the business processes
Do community discovery
- Map out language
- Understand pains and needs
- Research conversations
- (need to add more, this is not complete)
The value of community
- Identify business goals
- Identify member goals
- Discover gaps that need filling
- Map out a path to connect members and the business
Create a plan of action
- Create a pitch/strategy
- Create a measurement strategy
- Plan how you’ll deliver it
2 Likes
Looks really interesting!
The future of what? Is this a fact or a conjecture?
1 Like
That’s a great course outline, very comprehensive community creation springboard. Kudos J & R. 
that you’ve included community ‘terminology’.
Personally, I find generally the barrier to my eCourse learning efficiency is often the terminology used within the new concept. Then, I blink & an acronym appears before the concept is truly defined. 
No Oxford dictionary can support the learner in this acronym trend.
Across industries, constructs & the concepts within, the acronym trend for every 2+ word sequence is a learner’s nightmare. Especially the standard for sequential nouns & definitely when used more than once in a piece of content.
I totally embrace the short-form trend & respect the industry lingo. However, not in a learning environment, it’s a huge disadvantage for the student.
The ability to learn also has an element of increased familiarity & repetition, many previous reputable studies report this.
The point being, an online course creator that neglects basic human learning principles is not so helpful. Not to mention the student’s poor learning experience, their quality of learning is capped, leading to dis-interest altogether.
I’m raving on, so…
In conclusion, I am darn stoked to see you’re addressing ‘terminology’ in your course. It’s such underestimated support for effective & efficient learning.
Kudos again.
1 Like
Thanks @sairmckee
Totally agree on acronyms 
I work (mostly) in the public sector, especially the Civil Service, where I spent several enlightening years in the Government Digital Service (GDS) supporting the GOV.UK website.
I learnt a lot from the content designers there, especially on the use of acronyms. Here’s what the GDS Style Guide says on the topic:
Abbreviations and acronyms
The first time you use an abbreviation or acronym explain it in full on each page unless it’s well known, like UK, DVLA, US, EU, VAT and MP. This includes government departments or schemes. Then refer to it by initials, and use acronym Markdown so the full explanation is available as hover text.
If you think an acronym is well known, please provide evidence that 80% of the UK population will understand and commonly use it. Evidence can be from search analytics or testing of a representative sample.
Do not use full stops in abbreviations: BBC, not B.B.C.
Ta,
James.
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This looks great and I love that it is very structured. I’m looking forward to the course being released.
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For some reason, I’m really not seeing a Wiki page. Can’t find a link to it for some reason.
As far as feedback goes, I think this is really good. It will definitely get a bit lofty when this is officially made by anyone who chooses to take it up. Namely me. I am pretty sure that if I follow this the resulting course will get…big, and it’s definitely that way by design.
This could VERY easily go from 1 course to 3 separate courses, and then 3 courses to 9 specific use cases for a course, and it could easily spawn a TON of totally different community curriculums that better fit different use cases. That is FANTASTIC and matches the intent of creating the open curriculum.
All I’m concerned about now is the next step - implementation and course licensure.
What is the attribution type for the CC on this curriculum?
I’m also worried that private and splintered use of this curriculum without sub-licenses might not be shared or held to a peer-reviewed standard. We can’t do much to control that. That’s just the way that it works. But it would be cool if we could intentionally design and encourage a shared community of peers for this curriculum through the license given. It would be SO MUCH easier to find good cultural universals and build off of this curriculum.
Otherwise, I don’t see any other step but to just…give it a go now if anyone is interested? I figure you’re obviously going to develop something right @jaCattell and @rosiesherry? I would rather not have my development of this go in isolation if we could do this together?
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