Blue Monday Busters

January’s third Monday, “Blue Monday”, is thought to be the most depressing day of the year.

This might be triggered by gloomy weather, post-Christmas debt, disappointment from not keeping New Year’s resolutions or dissatisfaction about going back to work.

Spoiler alert: None of this is actually true. Obviously, the darkest day of the year would be different for every one of us. Blue Monday is really just a clever PR ploy to sell holidays!

But there is truth in seasonal variations in our mental health. Bodily changes in the winter can also impact our hormones, sleeping, eating habits and even our mood.

So, in light of this trending calendar event, the Eggu team have put together some of the things we find are great to protect our mental health, both in January, and throughout the rest of the year.

Mark flicking through vinyl in a record store
Mark flicking through vinyl in a record store

Mark – For the love of vinyl

Music has the power to evoke joy and create strong associations. Listening to a great album can trigger positive emotions and memories, releasing a dose of dopamine in the brain, which definitely helps me counteract any January blues.

As a graphic designer, I appreciate the artistic and physical aspects of vinyl, as records often come with visually appealing album artwork. Choosing a record, placing it on the turntable, and carefully dropping the needle is always a more satisfying experience compared to just pressing play on Spotify.

For me, streaming is more associated with background listening, whereas vinyl records typically require more effort and attention to play, allowing me to fully engage with the music.

Entering a record store or record fair, rummaging through crates of albums and finding a bargain or rarity evokes happy memories of my childhood which cannot be replicated by any algorithm Amazon tries to produce.

Kat surrounded by sequins
Kat surrounded by sequins

Kat – Just bloody wear it

When I put on an outfit that makes me feel good… it’s like a rush of adrenaline. It gives me armour to tackle my day with confidence and positivity.

Even during lockdown, sat on Zoom after Zoom, pregnant and uncomfortable, there wasn’t a day I did not style a look and slap on some lippy. It seems crazy, but I even insist on a spritz of perfume before every video call. It makes me feel prepared and gives the meeting as much importance to me as if it were face to face.

You might think dopamine dressing always has to be bright colours and sparkle… it often is… but sometimes what you have a craving for might be a bit of grunge, DMs and a dark smokey eye. Whatever the outfit, if it’s captured and coordinated right, it has the mentally stimulating impact I’m looking for.

I’m a confessed shopaholic and huge supporter of independent brands. So much of my wardrobe I used to hold back for those special occasions. Those times we dress up for a social occasion to really feel glam and put together. But why do we lock away these items for fleeting moments each year? We should strive to capture that enthusiasm and self love every day.

In the words of my true fashion icon Dawn O’Porter… just bloody wear it! So I’m gonna!

Luci walking the Scottish hills
Luci walking the Scottish hills

Luci – Climbing the Scottish hills

Putting one foot in front of the other and filling my lungs with fresh air is my go to.

When I feel anxious, or lonely or just a bit flat, I pull on my trainers and get out for a walk. Saying hello to people I pass and smiling gives me that little rush of endorphines. Breathing the fresh air deeply slows down my thoughts and steadies any angst.

Sometimes I get the tunes pumping, sometimes I listen to a podcast, or sometimes I just listen to the world. I always make sure to stop and look around me and take in the beauty – it makes me feel lucky to live where I do, and happy I made the choice to be here.

Amy stretching in the gym
Amy stretching in the gym

Amy – Kicking negative thinking to the curb

Mental health has been one of the most talked about things over the past couple of years and for me it has taken time to find something that can really make a positive impact to my mental health.

Then I found my kind of exercise… Body Combat! As well as really pushing myself and getting the strength and weight loss benefits, the endorphins I get afterwards has really helped boost my mood and get my days started off right with a clearer mind and more motivation.

I’m the better and happier version of me having found this way of boosting my mental health!

REMEMBER: It’s always important to distinguish between temporarily feeling down and experiencing depression or a mental health problem.

If you have concerns for your mental health and are looking to seek help and support, Mind is a great place to start.

A look into the future: Digital learning trends for 2024

As a team who works as an extension of our clients’ teams in the non-profit and healthcare sectors, we’ve undoubtedly all experienced the challenges of 2023 together.

Budgets have become more restricted, whilst the demand for services have soared. It’s been a bumpy ride.

But, what has emerged this year, is that more than ever, the spotlight is now firmly on digital learning, with many more charities and non-profits exploring its versatility as not only a means to provide access to a wider audience of learners, but also a force to greatly amplify their brand voice and impact much beyond their budget and scale.

iPad showing HEART UK elearning course.

Digital resilience

We know charities are creative, innovative and resilient, it’s in their nature.

In 2024, we feel this will mean embracing digital in all its glory, joining the digital dots to create a bigger, more unified and impactful message, and using digital platforms to amplify that message like never before, and in a way that can help create a more passive and sustainable income stream to support their growth objectives.

So, here are our predictions for the digital learning trends for 2024.

Gaming for good

The use of VR and AR can help create immersive learning experiences, allowing learners to step into virtual situations. This kind of learning is memorable and helps build an understanding of and alignment with the people they seek to support.

The downside to VR and AR is that this may be out of reach because of high costs to develop, however using video and animation can be a great, more cost-effective way to turn educational content into storytelling, or simulations to educate learners and keep them actively involved in the learning process without investing heavily in VR.

You can see a sample of our work in digital learning, animation and video in our Eggu showreel.

AI

The landscape of digital learning is continually evolving, and as we step into 2024, Artificial Intelligence (AI) stands as a transformative force within digital learning.

Although its impact on content generation has sparked debates among educators and industry stakeholders around the elimination of human creativity, its speed and efficiency can provide a free and effective additional resource to generate outline learning ideas, structure content and break down language barriers.

User-centred experiences

Digital learning gives us so much opportunity to better understand our learners, and to create a unique and tailored learning experience, but at the moment our reporting is most widely used to track enrolments and completion rates.

By further enhancing our analytics of how our learners engage, we can truly create tailored and intuitive digital learning. In 2024, we should all be looking to create more user-centred learning by using the data we have available.

Accessibility

Accessibility needs to be embedded in everything we do, and as a sector we should be leading the way. In 2024, accessibility should mean everyone can access digital learning, and that every piece of learning content should be accessible. It’s something we feel so passionate about, we’ve assigned our own internal accessibility champion to review and ensure accessibility best-practice for everything we do.

For more information, why not start our four-part mini-series on how to create accessible digital learning?

Micro-learning

When focus and time is at a minimum, bite-sized, easily digestible content is key to a successful digital learning program, which can engage learners wherever and wherever it suits them. In a time when the majority of people are now home based, this is also key to company-wide training initiatives.

Not only will this help your digital learning to reach more remote learners, it’s also critical to organisations who need to train on the move, like our range of ambulance service clients, when rolling out urgent training during the Covid 19 Pandemic.

Why not check out more about our work and game-changing projects with charities and health-based organisations in our cracking digital learning guide?

You can also take a look at our demo micro-learning course, all about Eggu, to see how it works in action.

Innovation in Action: Brook Learn

We’ve proudly worked with leading sexual health charity, Brook over the last 8 years. Over that time we’ve developed their digital learning to include an award-winning digital course on Consent, designed bespoke animations to support them to lobby the government over sexual health policies and we host the Brook Learn platform, which houses a range of online training courses, resources, animations and videos for teachers to support the delivery of effective relationships and sex education (RSE) in schools.

Year on year, we have seen a consistent increase in engagement with Brook Learn. Today, we now have over 32,000 users registered, and the rate of growth continues to rise. Now Brook can easily track user activity data, which demonstrates an increase in user knowledge and confidence after completing Brook digital learning, with the majority of users ranking the online training as easy to access, useful, relevant, engaging and well-structured.

Brook Learn has not only helped to build brand awareness but has introduced the charity to whole new markets, with users in almost all local authority areas in the UK.

It has unlocked the opportunity to develop paid for content and market new education products to a growing list of subscribers. The latest figures for 2021-22 show that 36% of educational income at Brook has come from digital products developed with Eggu.

“ The digital learning we’ve created together over the last eight years is changing young people’s lives – that’s no easy task.”

Laura Hamzic, Director of Digital and Communications
Brook

You can find out more about some of our recent projects with Brook in the following blogs:

The brook consent course on a laptop.

Eggu is ready to push the boundaries, and create change

Let’s get cracking.

It’s official, Eggu is ‘Best Creative, Digital & Innovation Business’ Tunbridge Wells 2023!

We’re stoked to announce that we’ve been awarded Best Creative, Digital & Innovation Business 2023 at the Kent Business Awards 2023.

We’re so proud to be recognised as a leader in our category, and an important part of the thriving Kent business community.

We celebrated (minus our lovely Luci) at the Kent Business Awards Last week, with a host of other fantastic Kent businesses. It was a brilliant celebration of the diversity and range of small businesses in Kent, and great to meet so many like-minded and ambitious people.

Kent Business Awards winner banner.

Congratulations to all the other nominated businesses in this category:

Kent Business Awards team photo.

Here’s a sneak peek into our award-winning submission, and what makes Eggu so special:

Demonstrating expertise in digital and creative technologies

Digital and creative is what we do. Eggu has demonstrated exceptional expertise in digital and creative technologies, which has been recognised with the awards we’ve won throughout 2023.

Our digital design and development team is continuously evolving our skills, enabling us to create engaging and effective digital learning courses. Two members of our team are even currently undertaking Diplomas in Digital Design to help take our skills to the next level.

Our ability to highly customise rapid development tools (such as Adapt) means that we can offer a high-quality, creative and bespoke digital learning courses, for organisations and charities with a more limited budget.

Technical excellence and commercial success

Our commitment to technical excellence and innovation has translated into commercial success. By consistently delivering high-quality digital learning solutions that cater to diverse client needs, we have achieved positive sales growth, improved our market share, and increased profits year over year.

We’ve been delivering digital learning solutions for more than 20 years, and built our business on referrals and repeat clients, which speaks for itself.

Impactful client projects with a wider reach

Whether it’s helping pivot on a knifepoint (like our Ambulance Service clients faced

during the Covid Pandemic), bringing about cultural change and ending sexism in schools, or educating entire generations about sexual health and consent; we never shy away from an important topic, no matter how taboo.

Our work is empowering, liberating and relevant.

Kent business awards team photo.

Here are just two examples of our impact:

Brook

Our Brook Learn platform hosts a range of online training courses, resources, animations and videos for teachers to support the delivery of effective relationships and sex education (RSE) in schools.

Year on year, we have seen a consistent increase in engagement with Brook Learn. Today, we now have over 32,000 users registered, and the rate of growth continues to rise.

Now Brook can easily track user activity data, which demonstrates an increase in user knowledge and confidence after completing Brook digital learning, with the majority of users ranking the online training as easy to access, useful, relevant, engaging and well-structured.

Brook Learn has not only helped to build brand awareness but has introduced the charity to whole new markets, with users in almost all local authority areas in the UK.

Furthermore, it has unlocked the opportunity to develop paid for content and market new education products to a growing list of subscribers. The latest figures for 2021-22 show that 36% of income at in education Brook has come from digital products developed with Eggu.

UK Feminista

Our work with UK Feminista was to create a series of bite-sized modules around how to challenge sexism in schools. This is a real issue for every school in every community. Sexual harassment, sexist language and gender stereotyping are commonplace in school settings, yet teachers report feeling unsupported and ill-equipped to respond. To date, the resource has had over 12,000 registered users with overwhelmingly positive feedback.

  • 92% Found the training useful
  • 91% Feel more confident about how to tackle sexism in the classroom
  • 89% Would recommend this training to others

Want to find out more about our ground-breaking work? Why not check out out our egg-cellent portfolio?

Accepting an award at the Kent business awards 2023.

Eggu is ready to push the boundaries, and create change

Let’s get cracking.

Me, myself and AI

Here at Eggu, we’ve been watching the developments of AI closely. Ultimately pondering, how might it affect our work? Will it replace the need for human input in the digital learning industry? Despite the fear mongering, we’ve also seen some pretty amazing creative output from AI, so we wanted to learn more. There must be some pros as well as the cons.

We attended seminars, read research, had team discussions and were still feeling uninformed and undecided. That’s when our Creative Director Mark had a genius idea – ask AI to explain itself to us! Here’s what Chat GPT had to say when we asked it to write a blog about “The Pros and Cons of AI-Generated Content in the eLearning Industry”…

Introduction

Artificial Intelligence (AI) has made significant strides in transforming various industries, and the eLearning sector is no exception. The utilisation of AI in generating content for eLearning has both proponents and critics. In this article, we will explore the pros and cons of AI-generated content in the eLearning industry to help educators and learners better understand the implications of this technology.

Pros of AI-Generated Content in eLearning

Efficiency and Speed:
AI can rapidly generate vast amounts of content, including text, images, and even videos. This efficiency can save educators considerable time in developing materials, allowing them to focus on more strategic aspects of teaching.

Cost-Effective:
AI-generated content can significantly reduce production costs as it eliminates the need for human writers, designers, and editors. This cost savings can make eLearning more accessible and affordable for a wider audience.

Customisation:
AI can analyse individual learners’ progress and adapt content accordingly. This personalisation ensures that students receive tailored materials that suit their unique learning styles and needs.

Scalability:
AI can quickly adapt to changes in enrolment numbers. Whether you have 10 or 10,000 students, AI-generated content can scale up or down to accommodate the demand, maintaining consistency in quality.

Multilingual Support:
AI can effortlessly translate content into multiple languages, making eLearning accessible to a global audience. This feature enhances inclusivity and allows educational institutions to reach learners from diverse backgrounds.

Consistency:
AI can maintain consistency in content delivery, ensuring that every learner receives the same high-quality material. This uniformity can be especially valuable in standardised testing and certification programs.

Cons of AI-Generated Content in eLearning

Lack of Creativity:
AI generates content based on patterns and data, but it may struggle with creativity and innovation. Courses produced solely by AI might lack the engagement and excitement that human-generated content can provide.

Limited Contextual Understanding:
AI may not fully comprehend the nuanced context of a subject. This can result in content that is factually accurate but lacks the depth and insight that a human educator can provide.

Risk of Plagiarism:
Without proper oversight, AI-generated content can inadvertently produce materials that contain plagiarism or copyright violations. Educators need to ensure that AI-generated content is ethically and legally sound.

Quality Control:
While AI can generate content quickly, it may require substantial human oversight to ensure accuracy, relevance, and quality. Failing to review AI-generated materials can lead to subpar learning experiences.

Dependence on Technology:
Over-reliance on AI-generated content may diminish educators’ involvement in course development. This separation could erode the valuable teacher-student relationships and the expertise educators bring to the table.

Ethical Concerns:
The use of AI in education raises ethical questions about data privacy, student surveillance, and bias in content creation. These concerns must be addressed to ensure that AI benefits all learners equitably.

Conclusion

AI-generated content has the potential to revolutionise the eLearning industry by offering efficiency, cost savings, scalability, and customisation. However, it is not without its limitations, such as creativity constraints, the potential for plagiarism, and ethical concerns. To harness the benefits of AI in eLearning while mitigating its drawbacks, a balanced approach that combines AI’s strengths with human expertise is essential. Ultimately, the successful integration of AI into the eLearning industry should prioritise the enhancement of learning experiences and outcomes for all students.

Accessibility for digital learning (4/4)

Part 4: Top tips for writing alt text

Welcome to our four part guide on accessibility for digital learning. In this fourth and final blog we will explore five key points you need to consider when writing alt text to make your elearning accessible for everyone, including those with learning, visual, physical and auditory difficulties.

Alternative text, otherwise known as ‘alt text’, is used to describe the appearance of an image on a page. This is applied so that screen readers can read aloud to visually impaired users throughout a course to describe what images are showing.

Alt text enhances accessibility across a variety of platforms, including social media – it also helps to improve SEO.

1. Describing the image

When writing alt text, you should think about:

  • What is the purpose of using the image?
  • What information does the image convey?
  • Is the image relevant to the content it is sat alongside?

Remember, when describing what the image is showing, it’s not necessary to mention colours or shapes unless they have meaning to the content.

2. Length

Excessive detail is not needed – keep it to the point!

Alt text shouldn’t be more than 150 characters and should only pick out the key features of the image that relates to the content it’s placed with.

3. Grammar

Always write alt text in sentence case and include punctuation marks to indicate to a screen reader when to take a pause before moving on to the next section.

4. Charts

There is no need to say ‘this is an image of’. A screen reader will always announce to the user when there is an image before reading out the description.

The exception to this rule is for the description of a chart. Unless you mention in the description that it is a bar or pie chart and what it is showing, the user will not know what is being described to them.

If there is a particular source you have taken the chart from, you can always link to the site where the information of the chart is explained.

5. Where alt text is not needed

All images require some form of alt text.

If an image is purely decorative and is not adding anything to the content, you do not need to add a description. Instead, input one of the following:

  • “”
  • alt=””

Using either of these options will indicate to a screen reader that this image can be skipped.

If no text is written in the alt text, a screen reader will read out the name of the image file which may confuse the user.

What’s next?

You have now reached the end of our guide on how to make your digital learning fully accessible.

Refer back to any of our previous blogs in the series to further support your learning.

Part 1: Top tips for writing content

Part 2: Top tips for writing link text

Part 3: Top tips for design

Part 4: Top tips for writing alt text

Accessibility for digital learning (3/4)

Part 3: Top tips for design

Welcome to our four part guide on accessibility for digital learning. In this third blog we will explore key points you need to consider and helpful tools when designing accessible elearning for everyone, including those with learning, visual, physical and auditory difficulties.

1. Colour contrast

When it comes to using colours, always be aware of the contrast between the background colour and font that sits on top.

To make sure colour contrasts are accessible, we use a colour contrast checker.

This ensures that we are making it as easy as possible for users to read the text.

Visit the Colour Contrast Checker website

2. Colour meaning

If you are using colours to convey meaning in your elearning design, try to avoid using these again elsewhere as this may cause confusion.

Also, try not to use colour to solely express meaning without further clarification.

For example, when presenting feedback to a question, if green indicates correct and red indicates incorrect, always include an icon, such as a tick or a cross, or results wording, so that it is more clear to a person who is colour blind.

3. Placement of imagery

Imagery can be a great asset to enhance elearning. However, the placement of an image with the content it relates to is important.

If an image is placed before the content, information may need to be provided within the alt text to clarify its relationship to the content yet to be read.

You can check out part 4 of our series on accessibility to understand more about the role of alt text.

Part 4: Top tips for writing alt text

4. Image quality

Always ensure images are of high quality, as some users may utilise a screen magnifier. Images that are too small can appear pixelated when zoomed into.

What’s next?

In part four, we’ll look closer at the role of alt text and how to best write accessible content to describe the appearance or function of imagery used within your digital learning.

Part 4: Top tips for writing alt text

Accessibility for digital learning (2/4)

Part 2: Top tips for writing link text

Welcome to our four part guide on accessibility for digital learning. In this second blog we will explore six key points you need to consider when writing link text to make your elearning accessible for everyone, including those with learning, visual, physical and auditory difficulties.

1. Avoid using URLs

It’s always best not to use a URL as a title for a link, as screen readers will read out the full URL, making it unclear where the user is being sent.

Instead, the link should reference the page title of exactly where they are going and what information is being recommended.

By having a link title that references the page, it also allows screen readers to easily go back to the link at a later point. Otherwise it would need to filter through all content to locate that link again.

2. Never use links within sentences

To indicate a link within a course, screen readers announce ’Link’ before reading out the link title.

If a link is within a sentence, this can confuse and break up the content for the user. It will also make it harder for users to locate a link again.

Therefore, it is always best practice to present links at the end of their related sections.

3. Avoid using single words for links

As mentioned previously, the link needs to detail exactly what the user will be visiting when they select it.

For example, instead of saying:

Eggu

Why not try:

Visit the Eggu website

4. Always use sentence case

Just like when writing elearning copy, always write the link text using sentence case. The only exception is when using a proper noun (i.e. name for a particular person, place, or thing).

5. Things not to say

Using phrases such as, ‘more information’ or ‘click here’, should never be used on their own as link text.

Not only does this not provide any additional information on where the link is being directed, forcing the user to refer to surrounding copy for context, terms such as ‘click here’ also discriminatively assume that the reader is using a mouse.

Such phases also make the content inaccessible for screen readers if a user requests only the links on the page.

6. Duplicating link text

It is important to never use the same link text to link to different destinations as this can confuse learners using a screen reader.

This can also make it difficult when the users wants to search for only links throughout the elearning. Here, the screen reader will read out the link twice and it will therefore not be clear where the individual links will be directing them to.

What’s next?

In part three, we’ll look closer at the importance of accessibility within all design aspects of your digital learning.

Part 3: Top tips for design

Accessibility for digital learning (1/4)

Part 1: Top tips for writing content

Welcome to our four part guide on accessibility for digital learning. In this first blog we will explore four key points you need to consider when writing content to make your elearning accessible for everyone, including those with learning, visual, physical and auditory difficulties.

1. Bullet points

Bullet points are commonly used to introduce a list of points or itemise items in numerical or alphabetical order.

They can also be used to draw attention to important information, making it easy for the reader to pick out key points when scanning content. It is important that bullet point content is written in a way that a screen reader can read successfully.

Therefore, make sure to keep the following in mind:

  • Always capitalise the first letter, with the exception of lists using a semicolon.
  • Make sure to use punctuation, such as a full stop at the end of each bullet point, to indicate to a screen reader there is a pause before reading the next point. If you do not do this, the screen reader will read the bullet points as one continuous sentence.

2. Fonts

Although it can be fun to play around with different font types to jazz up text, this can cause issues for accessibility.

People with learning difficulties, such as dyslexia, can find it difficult to read text where letters are too close together, for example. This is also the case for capitalised words, e.g. “THIS IS THE TITLE”.

For easy reading, Sans Serif fonts are recommended, such as Arial and Comic Sans. These fonts appear less crowded, meaning it is easier to identify the individual letters being used.

3. Styles

The use of italics is not recommended for accessibility purposes as italic words become slanted, and the letters appear to have jagged lines making it more difficult to make out the words clearly for some users.

Instead, try using a bold type to highlight words of importance. This is easier to read and can also draw clearer attention to the content.

4. Quotes

Usually to visually indicate a quote, we might use quotation marks, and the source name is placed underneath. However, in this format, a screen reader will read the quote out as if it was just another sentence, making it unclear to users this content is a quote.

It is therefore important to explicitly state that forthcoming content is a quote from a certain source, before the quote itself is presented.

What’s next?

In part two, we’ll look closer at how to write link text for effective digital learning.

Part 2: Top tips for writing link text

RSHE Guidance: Eggu in Parliament

We inspire and educate change. We’re here for the disruptors, boundary pushers and world changers. We’re here for the extraordinary.

Last week, Kat, our MD was in Parliament with long-standing client, Brook to lobby the Government to take an evidence-based approach to Relationships, Sex and Health Education (RSHE) Guidance for young people in schools during its review in 2023. Hosted by Maria Miller, DBE the event was set up in response to vocal opposition to inclusive Relationships and Sex Education. It is vital that any changes to the guidance continue to support – and not hamper – teachers’ provision of high-quality RSHE in our schools.

RSHE was made a mandatory topic in 2017 with mass cross-party support. In 2019, 538 MPs voted in favour of the statutory guidance: guidance that was informed by, and had widespread support from, organisations across health, education, safeguarding and faith groups.

The guidance is now being reviewed. 

Part of the video evidence submitted to support the RSHE Guidance review was co-created by Eggu:

Brook wants the Government to take an evidence-based approach and use this opportunity to build on the 2019 guidance so that it is a practical tool for teachers which enables them to provide the RSHE that children and young people want and need.

You can find out more, and pledge your support here: 

We’re also proudly sponsoring the Brook free Safeguarding Conference: ‘How RSHE safeguards our children’ on 14th September, 4:30 – 6pm. 

You can register for the Safeguarding session here

Why not take a look at our Award-winning Consent Course we created for Brook?

World of Learning 2023: You’re Invited!

We’re exhibiting at the World of Learning on 10th & 11th October – we’d love to see you there.

We’ll be back at the World of Learning again this October, and this year we’ll be showcasing our brilliant new brand in person for the first time on Stand D60. Why not come and demo some of our latest award-winning developments in Elearning, video and animation?

Claim your free ticket, and come along to refresh your industry knowledge, meet new people in the industry and to pick up new digital learning hints, tips and skills. 

You can also book a free Digital Learning Review with our MD, Kat, where she’ll take a look at where you’re at now, and give personalised recommendations on how to get the best from your digital learning budget. Bring any challenges or questions with you, and benefit from Kat’s advice and experience.

About World of Learning

The World of Learning Exhibition and Conference is a one-stop-shop for L&D professionals looking for a complete blend of learning solutions and inspiration. 

The seminar programme is one of the most comprehensive and varied we’ve found, with free sessions covering everything from AI to learning culture. 

We’ve also found it to be the most welcoming and collaborative crowd too. It’s a great event! 

Last year, Kat our MD led a seminar with our client Brook, the sexual health and wellbeing charity. 

They discussed the free platform and suite of interactive elearning courses we created together, designed to support professionals teaching young people about sex and relationships. 

Brook’s investment in digital learning has not only successfully educated their users, but has equally had a positive impact in promoting the charity, building brand awareness and expanding their audience reach too. Helping drive change through elearning is the reason we get out of bed in the morning. 

Why not watch the seminar here!