Redesigned the participation journey so teachers could independently understand, plan and run the program
Approach (evidence) → Participation Strategy
Increase program adoption by redesigning how teachers understand, prepare for, and participate — turning communication into a participation service
Teachers were interested but unsure what delivering the program required
Practical information (preparation, outcomes, steps) was unclear
Information spread across emails and informal channels
Website announced activities but did not support teacher tasks
Participation depended on contacting organisers for help
Identified participation barriers from teacher enquiries
Translated operational details into simple participation steps
Structured guidance: what it is / what students learn / how to run it
Researched, wrote and designed curriculum-aligned learning resources (mapped to school subjects, with learning objectives and discussion tasks) — engaging for students, ready-to-run for teachers
Established predictable communication timing and templates
Coordinated consistent messaging across email and social channels
Provided a central information point supporting self-service participation
Teachers delivered sessions with minimal preparation support
Clarification enquiries reduced
Participation no longer relied on organiser assistance
Adoption increased due to clear expectations and preparation guidance
Adoption was limited by delivery confidence, not interest
Clear participation guidance turned curiosity into action
DETAILS:
An idea emerged 💡— learning through film.
Working with the Bahasa Indonesia Teachers’ Association (VILTA) and Bioskop Australia, Reeya coordinated student film screenings across metropolitan Melbourne and regional Victoria through the bio.EDU program.
Reeya led the bio.EDU screenings for student from various schools in Victoria, Australia
SUPPORTING THE CLASSROOM
bio.EDU learning plan strategy
by REEYA ARDINI
Beyond communications, Reeya researched, wrote and designed the educational resources herself — a set of curriculum-aligned guides that turn each film into a structured, engaging learning experience for primary and secondary students. Each guide pairs cultural and language context with clear learning objectives and discussion tasks, professionally designed so students stay engaged and teachers can run sessions with no extra preparation.
COMMUNICATION THAT ENABLED PARTICIPATION
For schools, joining a program depends on both motivation and clarity — teachers and students need to understand why the activity is worthwhile and how to take part.
Reeya led the program’s digital communication across Facebook, Instagram and email newsletters (scheduled via Hootsuite and Mailchimp). Communication focused on helping teachers evaluate and use the program. Each film was introduced through short posts explaining the storyline, cultural themes and classroom discussion angles, alongside clear participation instructions. The communication therefore served two purposes. It helped teachers and students see the value of the activity — what language, cultural insights and discussion topics could be explored — while also providing practical participation details such as registration, preparation and what to expect on the day.
By combining relevance with clear instructions, teachers were more confident incorporating the program into their lessons and repeated clarification questions were reduced.
Working closely with the Bioskop Australia team, who imported the films and coordinated cinema logistics across locations, the program expanded beyond the initial screenings. With reliable operational support and consistent communication, schools from Western Australia, the ACT, Victoria and Tasmania joined through teacher networks.
As information became clearer, participation grew.
The project showed that participation improves when people understand what to do and feel supported. Clear communication and structured guidance allowed schools to adopt the program and recommend it to others.
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