What we know

First and foremost, we know ourselves. We’re an education company, above all else. Technology will come and go, but what’s really important is how people learn and how we go about teaching them. That’s what sets us apart from our competitors. You can find more about that in our PHILOSOPHY section. It’s really about how we’re trying to make the world a better place. No, really. Because when people can all speak the same language, when they can cooperate and work together, it really does bring us one step closer to making things better. And we can help make that happen. Or, you can take a look at our PROCESS section to see how we go about doing it. We’ll give you a hint: it usually involves a few computers, a little ingenuity, and a lot of duct tape.


This is it: this is where we get deep. This is where we explain our reality: our ICOM truth, how we understand human development. Are you ready? Really, it all comes down to what our learners KNOW, how our learners FEEL, and what our learners DO as a result. That’s it. But we are educators, we love to throw a little lingo around, so here’s the fancier version: in the 1950s, Dr Benjamin Bloom developed his Taxonomy of Learning, which describes three domains of learning, each with multiple levels of mastery. The domains are:

And he knew that different forms of education will reach students on different levels, and promote different levels of mastery. Online education is great for attaining cognitive mastery: we can supply knowledge visually, aurally and textually, reaching all different kinds of learners and help them all to not only retain that information but synthesize it to reach new conclusions. We’re also pretty good at attaining affective mastery: we can utilize scenarios and examples that ask our learners to consider cold facts and figures with real human consequences and real human faces, tying data to emotions. We have a bit of a harder time with the psychomotor domain, but as technology advances we’re finding new ways to simulate tasks and allow our learners to try things out in a safe environment free from lasting consequences. We know just as Bloom did that we need to engage each of these domains, affecting what a learner KNOWS, FEELS and DOES. And when we combine these domains with other tools to promote retention and confirm competencies along the way, we know our training will be lasting and truly effective.

And that’s what we believe.


Let’s get down to the good stuff: how do we really make it happen? Well, we can’t tell you all of our secrets. Then we’d have to kill you. But we can tell you how we build success for our clients from start to finish, every time. Our process is first and foremost about defining success: sometimes it’s reducing accidents company-wide, sometimes it’s about awareness of a new process or system, and sometimes it’s just about communicating a message. Whatever success is, we create a plan to reach it. We review Bloom’s taxonomy and determine the best way to engage our learners and meet all our learning objectives. Each plan will be unique, because success is always a unique goal, but we’ll always start our projects with that roadmap. Once we know where we’re going, we build in stages to reach that success, getting client approval and improvement along the way. No matter what kind of project we’re building towards or what kind of technology we’re utilizing, we build touch points into every stage to make sure our clients are a hands-on part of every stage of the process, and we assign the best team the guide you to towards your endpoint the whole way. So that’s it: there’s no magic involved. Except for the unicorn we keep chained up in the back, but he just makes coffee for us.

In the end, it’s just about knowing what success means for you, and finding the best way to reach it.