Communication Design for a Language-Learning Program
Communication Design for a Language-Learning Program
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Project focus - Developed a digital communication strategy to help teachers and students understand and participate in a program that teaches Indonesian language through films.
The Problem - Interest existed, but participation was inconsistent. Teachers needed clear practical information — how the program worked, what students would learn, and what preparation was required — before committing class time. Without structured communication, they hesitated to join.
My Role - Designed the participation experience end-to-end: program concept, learning resources, communication, and teacher guidance.
What I Did
Structured information explaining how the program works
Translated operational details into simple participation steps
Created teacher-focused content explaining learning value
Planned regular updates across email and social channels
Reduced repeated clarification questions
Key Decisions
Prioritised explanation over marketing language
Provided predictable communication timing
Focused on practical participation requirements
Supported teachers’ planning and confidence
Outcome
Teachers could run discussions without extra preparation
Students participated more confidently
Schools adopted and recommended the program
Find the strategy here
"I design communication as part of a service — helping people understand, trust and take action."
In the vibrant city of 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 the vibrant city of 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 were no longer just watching a movie — they were transported to Indonesia, soaking up the language, way of life and heritage. They were recognising words, discussing characters and connecting language with culture.
Students were no longer just watching a movie — they were transported to Indonesia, soaking up the language, way of life and heritage. They were recognising words, discussing characters and connecting language with culture.
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.
This work experience represents hours of Reeya's research and design thinking. Do you have any insights to share?
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