SUMMARY : Communication Design for a Language-Learning Program
SUMMARY : Communication Design for a Language-Learning Program
Service Design · Content Design · CX Operations
Service Design · Content Design · CX Operations
Embedded Files
My Role
My Role
Service Designer - Program Participation Experience
Service Designer - Program Participation Experience
Redesigned the participation journey so teachers could independently understand, plan and run the program
Approach (evidence) → Participation Strategy
Project Focus
Project Focus
Increase program adoption by redesigning how teachers understand, prepare for, and participate — turning communication into a participation service
The Problem
The Problem
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
What I Changed
What I Changed
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
Created teacher resources and discussion guides
Established predictable communication timing and templates
Coordinated consistent messaging across email and social channels
Provided a central information point supporting self-service participation
Result
Result
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
Key Insight
Key Insight
Adoption was limited by delivery confidence, not interest
Clear participation guidance turned curiosity into action
DETAILS:
Program Communication, Stakeholder Communication & Participation Support
Program Communication, Stakeholder Communication & Participation Support
In Melbourne, Reeya noticed a concerning trend: interest in Bahasa Indonesia among students was slowly fading. Teachers remained committed and programs still existed, yet participation felt hesitant and inconsistent. Rather than seeing this as a curriculum issue, she looked at how students and teachers experienced the program. The subject itself was not the barrier — students simply needed a more natural way to connect with it. She began asking a practical question: “What if students encountered the language in a setting where they felt comfortable participating?”
In Melbourne, Reeya noticed a concerning trend: interest in Bahasa Indonesia among students was slowly fading. Teachers remained committed and programs still existed, yet participation felt hesitant and inconsistent. Rather than seeing this as a curriculum issue, she looked at how students and teachers experienced the program. The subject itself was not the barrier — students simply needed a more natural way to connect with it. She began asking a practical question: “What if students encountered the language in a setting where they felt comfortable participating?”
💡"Why not learn while watching a movie?"
💡"Why not learn while watching a movie?"
The Intervention
The Intervention
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
The Strategy
The Strategy
SUPPORTING THE CLASSROOM
bio.EDU learning plan strategy
Reeya recognised that a screening alone would only be an activity, not a learning outcome.
Reeya recognised that a screening alone would only be an activity, not a learning outcome.
She created structured resources for each film, including vocabulary prompts, cultural context and guided discussion questions. These transformed ordinary movie screenings into immersive cultural experiences, allowed teachers to continue the conversation back in the classroom and gave students confidence to contribute even if they were beginners.
She created structured resources for each film, including vocabulary prompts, cultural context and guided discussion questions. These transformed ordinary movie screenings into immersive cultural experiences, allowed teachers to continue the conversation back in the classroom and gave students confidence to contribute even if they were beginners.
Students arrived with vocabulary prompts and cultural context. During and after screenings, they recognised language patterns, discussed characters and connected words to real cultural situations. The film became a structured learning environment rather than a passive activity.
Students arrived with vocabulary prompts and cultural context. During and after screenings, they recognised language patterns, discussed characters and connected words to real cultural situations. The film became a structured learning environment rather than a passive activity.
Movie Participation Guide
Movie Participation Guide
by REEYA ARDINI
SEKALA NISKALA
SEKALA NISKALA
KELUARGA CEMARA
KELUARGA CEMARA
SURAU SILEK
SURAU SILEK
To support participation, Reeya developed a Participation Guide so teachers could run classroom discussions confidently without additional preparation.
The Outreach
The Outreach
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.
The Impact
The Impact
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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