Education
Learning platforms are judged by whether people finish. That depends less on features than on load times, accessibility and whether staff can keep the content current without raising a ticket.
What actually stops learners finishing.
Drop-off is rarely about the material. It is friction — slow pages on a phone, a login that fails, content nobody has updated since it was written.
Built for the wrong device
Platforms designed on a desktop and used on a mid-range phone over patchy data, where every extra megabyte costs completions.
Accessibility as an afterthought
Public-sector and university providers carry real obligations, and retrofitting accessibility into an existing platform is far more expensive than building it in.
Content that goes stale
When updating a module needs a developer, it stops happening, and the material ages faster than the curriculum.
Analytics that count clicks
Dashboards that report logins and page views but cannot answer which cohort is falling behind, or where in the module they stop.
Reduce friction, then measure completion.
Follow the learner
Where people actually drop out, on the devices and connections they really use.
Model the content
Structured so staff can author, reuse and update modules without a developer in the loop.
Build to WCAG AA
Keyboard, screen reader and captioning handled in the components rather than per page.
Instrument completion
Progress and drop-off measured at the step, so intervention can happen while the cohort is still enrolled.
Less friction, and evidence about where it remains.
What changes for the people doing the work, not just for the systems behind them.
- Fast on mid-range phones and constrained connections
- WCAG AA built into components rather than retrofitted per page
- Content that teaching staff can update without a release
- Drop-off measured by step, not just by login count
- Single sign-on with your existing identity provider
- Integration with the SIS or LMS you already run
What we usually bring to this sector.
The things this sector asks first.
Often not. Many institutions get further by fixing the experience around an LMS that works administratively than by migrating away from it, which is disruptive and rarely addresses the actual drop-off. We would look at where learners lose momentum before recommending a replacement.
As a requirement, not a checklist. We build to WCAG AA and test with a keyboard and a screen reader, because automated tooling catches roughly a third of real issues. For public-sector providers this is a legal obligation, and a passing automated scan is not evidence of compliance.
Treated as sensitive personal data throughout: access by role, retention limits enforced by the platform, and an audit trail. Where you handle data on minors, the constraints tighten and we build to them rather than to a generic standard.
Have an idea? Let’s forge it.
Tell us where you want to go. We’ll help you get there with the right technology, delivered by a team that ships.