Custom online courses for your team

Our in-house team of instructional designers create tailor-made courses just for your team’s needs.

Flexibility for your educational needs

Say goodbye to boring and ineffective courses that have you “click next.” At CypherWorx, we have a creative team of award-winning writers, designers, and developers available to help build out your custom courses. Our team works closely with you to identify what you need to help your team succeed.

Then, we create learning solutions designed to engage your team to not only learn, but also apply new knowledge for real results. We partner with you to develop engaging, cost-effective solutions that foster lasting behavior change and deliver measurable results.

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Our Process

Our agile approach, built on a foundation of instructional design and adult learning theories, combines imagination, innovation, and efficiency to create effective and engaging interactive content that meets our partners’ learning needs. Here’s how we do it:

Analyze then Plan then Review then Build then Test then Evaluate then Quality Assurance then Deploy then Re-Evaluate.


We believe that instructional design is an interactive and iterative process and always keep in mind that what we are developing is a product that helps a learner learn. Our agile instructional design approach has been built on a combination of the following instructional design and learning theories.

“ADDIE” is an instructional design model that stands for Analysis, Design, Development, Implementation, and Evaluation.

  • Analysis: This phase involves gathering information about the learning needs, goals, audience characteristics, existing resources, and constraints. It aims to identify the gap between the current state and the desired state of learning.
  • Design: In this phase, instructional designers develop a blueprint for the learning solution based on the analysis findings. This includes defining learning objectives, selecting appropriate instructional strategies, designing content and activities, and creating assessment methods.
  • Development: Here, the actual learning materials and resources are created based on the design specifications. This may involve developing e-learning modules, designing classroom activities, creating multimedia content, or producing other instructional materials.
  • Implementation: This phase involves delivering the learning solution to the target audience. It could include conducting training sessions, launching e-learning courses, facilitating workshops, or deploying any other method of delivering instruction.
  • Evaluation: The final phase focuses on assessing the effectiveness of the learning solution. Evaluation methods may include gathering feedback from learners, analyzing assessment results, measuring learning outcomes against objectives, and identifying areas for improvement. Evaluation findings can inform revisions to the instructional design for future iterations.

These five phases form a systematic approach to designing, developing, and delivering effective learning experiences.

Howard Gardner’s Theory of Multiple Intelligences proposes that intelligence is not a single, fixed trait, but rather a multifaceted set of abilities that individuals possess to varying degrees. His theory suggests that each individual possesses a unique combination of these intelligences, and educational practices should be tailored to accommodate and develop the diverse strengths and talents of learners.

  • Linguistic: This involves sensitivity to language and words. People with high linguistic intelligence are skilled at reading, writing, and communicating effectively.
  • Logical-Mathematical: This relates to logical reasoning, problem-solving, and mathematical abilities. Individuals with high logical-mathematical intelligence excel in analyzing patterns, reasoning deductively, and solving complex problems.
  • Visual-Spatial: This refers to the ability to perceive and understand spatial relationships and to visualize objects in three-dimensional space. People with strong spatial intelligence are often good at navigation, map reading, and visual arts.
  • Bodily-Kinesthetic: This involves physical coordination, dexterity, and bodily control. Individuals with high bodily-kinesthetic intelligence excel in activities that require physical movement and manipulation, such as sports, dance, and acting.
  • Musical: This encompasses sensitivity to rhythm, pitch, melody, and timbre. People with strong musical intelligence have a keen appreciation for music, often excel in playing musical instruments, and may have a natural talent for composing or performing music.
  • Interpersonal: This relates to understanding and interacting effectively with others. Individuals with high interpersonal intelligence have strong social skills, empathy, and the ability to communicate and collaborate with diverse groups of people.
  • Intrapersonal: This involves self-awareness, introspection, and understanding one’s own emotions, motivations, and goals. People with high intrapersonal intelligence have a strong sense of self-awareness, self-confidence, and the ability to reflect on their own thoughts and feelings.
  • Naturalistic: This involves sensitivity and appreciation for the natural world, including the ability to recognize and categorize living things, understand natural phenomena, and exhibit an affinity for outdoor activities such as gardening or hiking.

The Constructivist Learning Theory suggests that learners actively construct their understanding of the world by building new knowledge and skills upon their existing knowledge through experiences, reflection, and interaction. It emphasizes hands-on, experiential learning, collaboration, and the importance of learners’ prior knowledge and perspectives in shaping their learning process.

Rapid prototyping refers to a iterative approach to creating learning materials and experiences. Instead of developing a complete course or module upfront, designers create quick, simplified versions or prototypes of the instructional content or activities. These prototypes are then tested and refined based on feedback from stakeholders or learners. Rapid prototyping allows for more flexibility, faster iteration, and better alignment with learner needs, resulting in more effective and engaging learning experiences.

The ARCS Model is a framework for designing engaging and motivating learning experiences. It consists of four key components that allows designers to create learning experiences that are engaging, meaningful, and conducive to sustained motivation and learning.

  • Attention: This component focuses on capturing learners’ interest and drawing their attention to the instructional content.
  • Relevance: This component emphasizes the importance of demonstrating to learners how the instructional content is relevant to their goals, interests, or needs. By highlighting the practical application and benefits of the learning material, instructors can increase learners’ motivation and willingness to engage.
  • Confidence: This component involves building learners’ confidence in their ability to succeed in the learning task. Providing clear instructions, scaffolding learning activities, offering feedback, and highlighting examples of success can help learners develop a sense of self-efficacy and competence.
  • Satisfaction: This component focuses on ensuring that learners feel satisfied and rewarded by their learning experience. Providing opportunities for learners to apply their knowledge in authentic contexts, offering praise and recognition for their achievements, and incorporating interactive elements that enhance enjoyment can contribute to a sense of fulfillment and satisfaction.

The Dick and Carey Model is an instructional design methodology that provides a structured approach for developing effective instructional materials with an emphasis on systematic analysis, careful planning, and ongoing evaluation and revision. It consists of several phases:

  1. Identify Instructional Goals: Determine the desired learning outcomes and objectives for the instructional program.
  2. Conduct Instructional Analysis: Analyze the learning tasks, learner characteristics, and instructional context to identify the prerequisites and constraints for achieving the instructional goals.
  3. Develop Instructional Strategy: Design an instructional approach and sequence of activities that will facilitate learning and achieve the instructional objectives.
  4. Develop and Select Instructional Materials: Create or select appropriate instructional materials, resources, and media to support the instructional strategy.
  5. Design and Conduct Formative Evaluation: Test the instructional materials and activities with a sample of learners to gather feedback and identify areas for improvement.
  6. Revise Instructional Materials: Based on the feedback from formative evaluation, revise and refine the instructional materials and activities as needed.
  7. Develop Summative Evaluation: Design assessments and evaluation measures to determine the effectiveness of the instructional program in achieving the learning objectives.
  8. Conduct Summative Evaluation: Implement the assessments and evaluation measures to assess the learners’ achievement of the instructional goals.
  9. Revise Instructional Program: Based on the results of the summative evaluation, make any necessary revisions to the instructional program to improve its effectiveness.


Courses designed for everybody

We prioritize inclusivity by ensuring our online courses are accessible to individuals with diverse abilities. Through meticulous design and adherence to accessibility standards, we strive to empower learners of all backgrounds to engage with our content seamlessly.

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