01
Training assumes knowledge participants have not been given
Facilitators move into tools before people understand files, browsers, accounts, safety, or basic navigation.
All services
Service 03
Digital Skills Training
Training built around what participants need to do after the session—not how many slides a facilitator can finish.
Discuss this work
What experience teaches us
Our perspective on Digital Skills Training
People are often called “beginners” when the real problem is that nobody has explained the device, language, or task in a way they can access. We slow down where understanding needs time, demonstrate visually, make room for questions, and practise the work more than once.
When this service helps
The visible problem is rarely the whole problem.
02
The session is accessible only to the fastest learner
Dense speech, small demonstrations, jargon, and rushed exercises leave people watching rather than practising.
03
Attendance is measured but capability is not
A certificate says someone came; it does not show whether they can complete the task independently.
What the work can include
A clear process, with room to listen and change course.
01
Needs and access review
We learn about participants, devices, language, connectivity, existing skills, and the tasks that matter.
02
Practical learning design
Each session uses demonstration, guided practice, repetition, and a clear task participants can complete.
03
Accessible delivery planning
We agree interpretation, captions, visual materials, breaks, pacing, room setup, and support before delivery.
04
Evidence of learning
Short practical checks show what participants can do and where more support is needed.
Possible deliverables
Agree what useful completion looks like.
The final scope depends on the problem, people, timeline, evidence, and budget. A proposal should state what is included and what is not.
- Training-needs summary
- Learning objectives and session plan
- Accessible participant materials
- Facilitated practical sessions
- Simple skills assessment
- Completion and recommendation report
Access commitment
Access changes how the work is planned.
Access arrangements are part of the training budget and timetable. Interpreters need preparation materials. Captions need review. Participants need enough time to look at the interpreter or demonstration before being expected to perform the task.
Who this may suit
- Staff teams and workplaces
- Schools and universities
- Community and development programmes
- Young people entering technology
- Organisations supporting digital participation
Useful outcomes
- Participants practise skills connected to real tasks
- Facilitators can see where understanding breaks down
- Organisations receive clear next-step recommendations
- Learning materials remain useful after the session
Questions worth asking
Clear limits make better working relationships.
Which topics can you teach?
Topics can include computer and digital literacy, internet safety, workplace tools, frontend development, AI literacy, digital entrepreneurship, and other agreed practical skills.
Do you train Deaf participants only?
No. We design for the people in the room. Our Deaf-led experience strengthens how we think about language, visual learning, pacing, and access for mixed groups as well.
Can training be delivered online?
Yes, when connectivity, platforms, interpretation, captions, materials, and participant support make online delivery genuinely workable.
Tell us what is happening now.
You do not need a finished brief. Explain the people, the task, where it breaks, and what needs to be different.
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