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Become An Author

Pedagogy is always looking for qualified authors to join our team. If you are interested in submitting a course or discussing possible topics, please contact us.
  • Pedagogy offers the highest commissions on your submitted and published course
  • Our sales team will market to your targeted audience using a variety of online, offline, direct mail, electronic mail, interactive and social networking techniques
  • Pedagogy completes the necessary steps of accreditation through state licensing boards and professional organizations
  • Pedagogy provides course participants with corresponding certificates of completion

Pedagogy means the art and science of teaching, instruction and training. It is the goal of Pedagogy Inc. to offer the most current course content, at the highest possible quality, using a variety of education methods and strategies. Through continuing education and self-directed professional growth, health care providers are better prepared to deliver quality care to their patients. It is our commitment to offer ONLY the best to our health care providers if you share our philosophy please contact us:

Capra Garrison RN,CEO


How to Become a Continuing Education Author at Pedagogy?

Pedagogy is always looking for qualified authors to join our team and look for timely relevant education courses for practicing nurses and other health care professionals. Prospective authors should be able to demonstrate expertise in subject matter. This is demonstrated through education, experience or both.

Pedagogy seeks authors that have a passion for teaching with a desire to impart their knowledge and experience to everyone that takes their course. It is the authors inspiration delivered through a variety of online teaching methods that creates enthusiasm in the people who have an interest in your topic.

What is an expert? Author John Storm summarizes his theory through the use of an acronym; E-X-P-E-R-T that describes the components that Pedagogy Inc. seeks in their authors.

  • Real world experience in the subject or field
  • Personal involvement in the trends, nuances, successes, failures within the field
  • Awareness of historical and current models and theories within the area of expertise
  • Original thought and contributions within the subject or field
  • Enthusiasm and ‘love’ of the subject or field
  • Visible energy that is intriguing, compelling, and/or contagious
  • Dedication to expanding the body of knowledge in the field or subject
  • Commitment to personal intellectual growth and lifelong learning
  • Public recognition by clients, customers, participants, and/or peers
  • Written or published work within the field
  • Ideas, concepts, and theories that are transferable to others
  • Practical, useful tools and techniques which further progress, education, growth

Steps to Creating a Continuing Education Course

Three things that are vitally important in writing your course are the outline, course description and objectives.


To begin the process of writing form an outline of the material you would like to present. It is this outline that forms the skeleton of your writings in which you will fill in with details later. Pay close attention to the layout of your outline, it is here that you will establish the flow and organization of your course.


The introduction to your course is an important component of your course, as it is this introduction that sells your course. Your introduction should be compelling and describe why your course is important, necessary and should capture the reader’s attention.


At Pedagogy we use the guidelines put forth by Blooms Taxonomy:


It is imperative that the learning objectives are properly constructed. A well-constructed learning objective describes an intended learning outcome and contains three parts, each of which alone mean nothing, but when combined into a sentence or two communicates the conditions under which the behavior is performed, a verb that defines the behavior itself, and the degree [criteria] to which a student must perform the behavior. If any one of these three components is missing, the objective cannot communicate accurately.

A learning objective is the focal point of each learning activity. It is a description of an intended learning outcome and is the basis for the rest of the learning activity. Without an objective that clearly communicates specific student behavior or performance, it is difficult, if not impossible, to determine exactly what a particular learning activity is supposed to accomplish.


A complete reference list of books, journals, articles and online references should be included with footnote citations. Generally references should be current and less than 5 years old. It is important that the author provides evidence based information. "Evidence-based," a descriptor that is often used to describe medically-related reference resources is, unfortunately, often used indiscriminately and without merit. For a health reference resource to truly be called evidence-based, conclusions must be based on the best available evidence. Conclusions can be based on the best available evidence only if the evidence is consistently and systematically identified, evaluated and selected.

Review Questions and Exams

Review questions and exam questions are submitted as a separate document. It is our policy at Pedagogy to have review questions at the end of every chapter to ensure the student is grasping the main concept. Please write one or two review questions for this purpose.

Our test engine is designed to pull questions for each chapter from a “pool” of questions, therefore, if you want 5 questions on the test we need 8-10 questions to pull from. Your objectives are usually met or completed through your testing, therefore refer back to your objective when writing exam questions to ensure all objectives are met.

Author Biography

An author must submit a biography document with the course being submitted for the first time. Pedagogy posts its author information on the website for customer reference. This is also a type of verification of education background on the author’s expertise. It is wonderful to be able to put a familiar face with an author’s name; we ask that you submit a clear headshot to be used on our website. At Pedagogy we consider our author’s our partners and encourage links to their own websites and businesses as well as social media links. Any blog post contributions you would like offer for our various campus websites offers you and your course additional promotion, and additional expert content from you for our students.


As authors we must guard against plagiarism. The Merriam-Webster dictionary defines plagiarism this way: “To take and pass off (ideas or words of another) as one’s own; to use (another’s production) without crediting the source.” To avoid plagiarizing, one must credit the journal articles, books and websites that the information was drawn from by citing them in the reference list. If there is use of someone else’s exact words, put quotation marks around them and list the source in the reference list.

Frequently Asked Questions

Here are some frequently asked questions to help you join us in getting your education ready for publication:

How long should your course be?

This is entirely up to you. For accreditation purposes courses need to be at least 1 hour in length. In general, if you have a large subject matter to cover, breaking down into shorter segments of 1 hour each can be beneficial. We can then take multiple courses on a particular subject and combine them into a package to sell.

How to judge the length of an online course?

This is somewhat difficult for the author to gage. You typically read your writing much faster than someone that is reading it for the first time would. Use a slow pace, time how long it takes you to read your course, view any videos, illustrations, charts, graphs and add all that time together to get an approximation of the class length. This is what we can include for the contact hours. Once we enter your course into our system, we have an automated computer generated reader. The reader will also time each page at the pace a student would typically read the course. We will then add the time for videos and review questions to determine course length and double check your estimations.

How much content equals an hour?

One of our accreditors states that approximately 9000 words or 15 pages of double spaced typed content is approximately an hour. That is a lot of typing!!

What is the difference in online presentations of CE verses a traditional classroom presentation?

For those of you that have taught traditionally in the classroom type setting, you may be used to presenting a power point type presentation. In this setting we talk and “fill in” the points between bullets as we speak to the class. Remember, the PowerPoint acts as an outline to your online presentation, so ALL that you would normally speak about to the student now must be typed out. A PowerPoint is a great start but we have to fill in the gaps with typed content.

Ready to Write?

We dedicate a lot of time and energy into our careers and the expertise and knowledge that we have can be shared and is a tremendous value. Pedagogy Inc. is a company that takes great pride in presenting superior standards of education to individuals who will benefit from it. Contact us and let’s discuss your course ideas. Pedagogy offers the best commission structure for authors in the industry. To get started we will need a resume or curriculum vitae for each author and a signed author agreement. Are you ready to write?
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