TURN THE WHEEL works with leading companies globally to design, build, and launch high-quality online courses.

DESIGN We work closely with your chosen subject-matter experts (SMEs) and other decision-makers to determine learning objectives, course timeline/logistics, and activities students will do throughout the course. Then, we push forward on outlining and scripting the course, all the while ensuring stakeholders provide input and everyone is aligned on the course’s direction.
BUILD We line up the resources to create engaging, top-quality videos; exceptional graphics; and other learning materials. We then build it into your platform, or ours if you choose to host your course on our site. If you choose to build your own learning platform, we consult on the functionality you need to deliver the course as intended and point you in the right direction so you can begin building it.
LAUNCH If you use our platform, we enroll your students in your private course and ensure they have all the resources they need to consume the content. Otherwise, we ensure you have all the resources and information you need to maintain your course going forward.

For more information, feel free to download:
Guide to creating online courses
Katharine Kormanik portfolio

 Katie Kormanik Katharine Kormanik, CEO
Katharine has been designing and building online courses for over five years. She is passionate about creating engaging learning experiences and intimately understands how to do so. She has worked with a multitude of subject-matter experts (faculty at leading institutions, partners at major corporations), videographers, UX/UI designers, graphics designers, and engineers to design effective courses and then bring them to life.
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If you want to create your own online courses and are interested in having us help you get there, please contact us!

2 thoughts on “About

  1. Your ideals are laudable. One challenge is to provide math education in the context of what the students relate to and problems they see in their lives. In other words, a problem solving approach customized to the social/need context of the students may be considered. Technology may make the customized teaching platforms scalable across a wide geographic area. In other words, students in upper middle class suburban communities may be excited about a different set of math problems than than children in poor inner city communities.

    1. Thank you for your comment. I absolutely agree that the background and culture of individual students affect how they best learn math. I think this is one area in which we must rely on teachers and local education authorities. They know the students better than curricula-writing companies far away. But as far as I know, the use of iPads is accompanied by pre-written curricula. There should be an easy way for teachers to design their own curricula and program it into the iPad or other such technological tool.

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