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Campus Setup

1
  • How to Set Up Your First Study Hall

Phase 1: Build Your Community Library

3
  • TS YouTube Title and Thumbnail Formula
  • TrainingSites Client Questions
  • TrainingSites Brand Details

Phase 2: Launch Your First Cohort

10
  • VIBE Course Creation Prompt
  • Real Life Situations and Scenarios
  • Perplexity Research Course Finished Response
  • Generic Master Course Prompt
  • DeepResearch Course Finished Report
  • Deep Research Course Task Request
  • Create Authentic Course Content
  • Create A Course With 3 Prompts
  • Course Research and Braining Storming Prompts
  • Convert Transcripts Into Course Content ChatGPT o1

Phase 3: Scale & Automate Your Campus

4
  • YouTube Newsletter Notification App AI Business Uses
  • Rethinking a education business in the ai age.
  • FRAMEWORK: T.A.C. – Teach, Apply, Coach
  • 100 Vibe Coding Ideas For Online Course Creators

Anthropic/Claude Tools

1
  • How To Prompt A New Skill For Claude

OpenAI/ChatGPT Tools

3
  • OpenAI ChatGPT Atlas Browser Hacks For YouTube
  • How Edupreneurs and Small Business Can Compete With Apps In ChatGPT
  • How ChatGPT and Apps In ChatGPT Will Change Learning

AI Automation & Workflows

8
  • FRAMEWORK: (SPARK) Turn Video Courses Into Mini-Apps
  • FRAMEWORK: (SOWHAT) How To Weed Out AI Tools
  • Claude MCP Integration with TrainingSites
  • Claude Connectors – MCP for regular people!
  • ChatGPT Tasks – AI Agents That Create Content From Your YouTube Videos
  • AI Engine ChatBot Prompt
  • AI Agents Task Lists
  • 100 Concrete AI Agent Ideas for Course Creators & Educators

Prompt Library & Frameworks

53
  • 🧠 Prompt Like a Boss: Expanded Vocal Prompting Cheat Sheet
  • YouTube Video Template
  • YouTube Transcript Formatter – To Support Video
  • YouTube Transcript Formatter
  • YouTube Title and Thumbnail Special Instructions
  • TEACH Framework: With Examples
  • TEACH Framework: Basics
  • Social Media Creation Prompts
  • Sales Page Prompt Generator for Free Member Offers
  • Sales Copy Prompts
  • Prompts To Create Your Personal Teaching Style and Video Profile
  • Prompts To Create Your Default Context Profile
  • Perfect Course Audience Prompt
  • OpenAI Image Generation Tips
  • My Course Syllabus Prompting System
  • Mini-Course Transcript Converter
  • Master Lesson Text Prompt
  • How To Use A Prompt that Creates The Best Prompt
  • Glasp.co YouTube Summary Prompts
  • Getting Started Intro Lesson Text Prompts
  • Generic YouTube Prompts
  • General Prompts
  • General Blogging Prompts
  • Gemini 2.5 Pro Title & Text Generator – Market Specific
  • GEAR Prompt Template Library
  • GEAR Phrases
  • GEAR Framework with ACR Integration
  • GEAR Framework Checklist
  • GEAR Framework Applications for Side Hustle Tasks
  • From Youtube Videos
  • FRAME: Turn ANY Topic Into A Framework
  • Create A MindMap File Prompt
  • Course Research to MindMap Prompts
  • Converty Competitors Youtube Videos Into MindMaps
  • Convert YouTube to Blog
  • Conversational Clean Up Prompts
  • Conversational AI Use Cases
  • Content or Topic Authority Map
  • Community Building Prompts
  • Client Profile Prompts
  • ChatGPT Prompt Styles: Definitions and Examples
  • AI Prompts For Youtube and Course Videos
  • AI Prompts – Getting Started
  • AI Powered Self Assessments – Gemini
  • AI Powered Self Assessments – Claude
  • AI Powered Self Assessments – ChatGPT
  • 5 Weird Conversational Prompts To Use
  • 5 AI Prompts for Simplifying Course Content
  • 20 Prompts To Create Content For YouTube Videos
  • 20 Online Course Creation Prompts with Simple and Complex Examples
  • 15 Advanced Business Conversations
  • 10 Ways To Use Gemini 2.5 Pro with Multimodal Inputs
  • 10 General Purpose Marketing Task Prompts

Content Creation & Marketing

4
  • YouTube Thumbnail Strategies
  • YouTube Shorts Basics
  • Text For Video Titles and Scripts
  • Default YouTube Settings

Campus Technical Setup

57
  • Your Campus Communication Dashboard: FluentCRM Overview
  • Understanding Individual Campus Member Profiles
  • Understanding Campus Member Messages in TrainingSites
  • Understanding Activity Feeds: The Heart of Your Study Hall
  • TutorLMS Integration – Connecting Campus Communications with TutorLMS
  • TrainingSites Campus Global Settings Overview
  • Teaching Study Hall Privacy: Public, Private, and Secret Settings
  • Teaching Study Hall Member Management: Roles, Invitations, and Access Control
  • Teaching Members to Join Learning Paths: Participation Management
  • Study Hall Post Sorting Options: Helping Members Find What Matters
  • Study Hall Navigation Links: Organizing Your Campus Experience
  • Study Hall Membership Invitations: Growing Your Community Strategically
  • Study Hall Document Library: Organizing and Sharing Resources
  • Setting Up Your First Campus Communication (Bulk Message Campaign)
  • Providing Downloadable Resources in Lessons: File Management
  • Primary Workflow Triggers for Campus Automation
  • Personalizing Campus Messages with Smart Codes
  • Personalizing Campus Communications with Merge Tags
  • Managing Your Campus Members: The Contacts Dashboard
  • Managing Your Campus Member Database
  • LMS Triggers for Student Journey Workflows
  • LMS Actions for Course Automation
  • LifterLMS Integration – Connecting Campus Communications with LifterLMS
  • Learning Path Privacy Settings: Teaching Members Access Control
  • LearnDash Integration – Connecting Campus Communications with LearnDash
  • Introduction to Student Journey Workflows
  • Introduction to Campus Automation: Teaching That Happens While You Sleep
  • Import Campus Members into Your TrainingSites Campus
  • How to Set Up a Study Hall for Your Campus Members
  • How to Segment Your Campus Members with Lists, Tags, and Dynamic Segments
  • How to Install and Activate FluentCRM for Your Campus
  • How to Add and Manage Campus Members in FluentCRM
  • Handling Comments and Reactions: Building Conversations in Study Halls
  • Guide Your Members: How to Set Up Their First Study Hall
  • Editing and Deleting Study Halls: A Complete Management Guide
  • Creating Student Journey Workflows and Using the Editor
  • Creating Reusable Message Templates for Your Campus
  • Creating Knowledge Assessments: Teaching Members to Build Quizzes
  • Creating Custom Member Data Fields in Your Campus
  • Creating Campus Enrollment Forms with Fluent Forms
  • Creating and Managing Posts: The Foundation of Study Hall Engagement
  • Creating and Managing Polls: Drive Quick Engagement in Study Halls
  • Creating and Managing Learning Paths in Your Campus
  • Composing Campus Member Messages in TrainingSites
  • Campus Member Statuses – Managing Active and Inactive Members
  • Campus Member Segments – General & Dynamic Targeting
  • Campus Communication Templates – Reusable Message Designs
  • Campus Communication Campaigns – Broadcasting to Members
  • Campus Communication Actions in Student Journey Workflows
  • Campus Automation Triggers: When Your Teaching Automations Start
  • Building and Editing Campus Automations
  • Advanced Member Filtering: Finding Exactly the Right Students
  • Advanced Filter – Finding Specific Campus Members
  • Adding Resource Links to Learning Paths: Navigation Enhancement
  • Adding Custom Links to Study Halls: Connect External Resources
  • Activity Feed Views: Teaching Members to Navigate and Engage
  • Abandoned Cart Recovery for Course Sales

Case Studies & Examples

7
  • Pickleball APP Onboarding
  • MyPickleball Friends Keywords
  • My Pickleball Friends Basics
  • MPF Topical Authority Map
  • MPF Facebook Intro Snippets
  • Marketing Strategy
  • Marketing Email & Copy

Teaching Online with AI — FAQ

100
  • Will AI lower the price that people are willing to pay for online courses?
  • Will AI eventually replace online educators and course creators?
  • Why would someone join a live community when they can just ask ChatGPT?
  • Why would I use AI for research when I can just Google something?
  • Why use AI for email writing when I already have a template folder?
  • Why does AI sometimes say things that sound real but are completely made up?
  • Why does AI sometimes give confident but completely wrong answers?
  • Why do some AI answers feel so human while others feel obviously robotic?
  • Why do educators need to understand how AI works even if they only use it as a tool?
  • Why do different AI tools give different answers to the same question?
  • Why do AI tools keep improving so quickly compared to other software?
  • When should I use Google instead of asking an AI tool?
  • When is it faster to use a traditional tool versus going to AI?
  • What’s the best time of day or workflow moment to start practicing with AI?
  • What types of online courses are most at risk of being replaced by AI?
  • What skills will still be valuable for educators to have in five years given AI?
  • What should I tell my students when they ask me what AI is?
  • What should I not use AI for when I’m just starting out?
  • What should I actually try doing with AI in my first week to get comfortable?
  • What makes AI more useful than a pre-made template library?
  • What is the simplest task I can use AI for right now without any training?
  • What is the one thing about AI that most non-technical educators fundamentally misunderstand?
  • What is the main workflow difference between using AI and using traditional research tools?
  • What is the main advantage of AI over a YouTube tutorial for learning something new?
  • What is the fastest win I can get from AI in my teaching business this week?
  • What is the difference between the web interface for AI and the mobile app?
  • What is the difference between AI and machine learning and automation?
  • What is the case for investing in a community-based teaching model over solo courses?
  • What is the biggest threat AI poses to the online education industry?
  • What is the biggest mistake beginners make in their first week using AI?
  • What is the best AI tool to start with as a complete beginner?
  • What is one thing AI does that no other tool I currently use can match?
  • What is AI in simple terms for someone who isn’t tech-savvy?
  • What is a realistic expectation for what AI can do for me in my first month?
  • What is a prompt and why does wording it carefully matter?
  • What happens if I ask AI a really dumb question — will it judge me?
  • What evidence is there that human educators are thriving even as AI gets better?
  • What does transformation require that AI cannot provide?
  • What does it mean when people say AI was trained on data?
  • What does it mean when an AI has a knowledge cutoff date?
  • What does it mean that AI is a probabilistic tool rather than a deterministic one?
  • What does AI do better than Grammarly for editing my writing?
  • What does a large language model actually do when I type a question into it?
  • What do my students want from me that AI cannot give them?
  • What do human educators offer that AI genuinely cannot replicate?
  • What can AI do that Word and Google Docs can’t?
  • Should I write my prompts like a search query or like a sentence to a person?
  • Should I stop using Google now that AI tools exist?
  • Should I start with the free version of an AI tool or pay for the premium tier?
  • Should I replace my current tools with AI or add AI on top of them?
  • Should I be taking notes on what works and what doesn’t as I experiment with AI?
  • Should I be adding AI features to my course or avoiding them entirely?
  • Is using AI for lesson planning any better than using a Word document outline?
  • Is there a safe way to test AI on real course content without publishing anything?
  • Is there a risk that AI will start giving me personalized answers based on my history?
  • Is the AI I’m using storing my conversations and learning from them?
  • Is personal coaching still worth paying for when AI can give advice instantly?
  • Is live facilitation more or less valuable now that AI exists?
  • Is it naive to build a teaching business right now when AI is advancing so fast?
  • Is fear of AI replacement something I should discuss openly with my students?
  • Is ChatGPT the same thing as AI, or just one type of AI?
  • Is AI just a smarter version of the spellcheck I already use?
  • Is AI better at summarizing documents than reading them myself?
  • If AI can answer any question instantly, why would anyone pay to learn from me?
  • How will I know when I’ve moved from beginner to actually comfortable with AI?
  • How much does AI actually understand context from earlier in a conversation?
  • How long does it typically take to feel comfortable using AI as an educator?
  • How is talking to AI different from searching a forum for answers?
  • How is ChatGPT different from just doing a Google search?
  • How is AI writing different from just using a content template?
  • How is AI different from a search engine like Google?
  • How does human accountability differ from AI-generated feedback?
  • How does an AI chatbot compare to a knowledge base or FAQ system?
  • How does AI handle tasks like scheduling or organizing compared to tools I already have?
  • How does AI handle real-time information compared to tools I already use?
  • How does AI compare to Canva for creating educational visuals?
  • How do I use AI in my teaching in a way that makes my students value me more, not less?
  • How do I talk to potential students about AI without undermining my own value?
  • How do I stay relevant as an educator when my subject matter keeps changing because of AI?
  • How do I sign up for ChatGPT or Claude without doing something wrong?
  • How do I save or organize the AI responses that are actually useful?
  • How do I reframe my value as a teacher in a world where AI knows everything?
  • How do I practice using AI without it interfering with my actual work?
  • How do I know if I am using AI effectively or just wasting time with it?
  • How do I figure out whether the AI output is good enough to use or needs editing?
  • How do I explain to my students or colleagues that I’m starting to use AI?
  • How do I decide which existing tools to keep and which ones AI can replace?
  • How do I build on what AI gives me instead of just accepting whatever it says?
  • How do I avoid the trap of using AI for everything once I discover how powerful it is?
  • How do companies like OpenAI, Google, and Anthropic make money from AI?
  • How confident should I be that an AI answer is accurate before I use it in my teaching?
  • How can I compete with free AI tools that seem to know everything?
  • How are other educators dealing with the anxiety around AI replacing their work?
  • Does AI actually understand what I’m asking, or is it just pattern matching?
  • Can I break something or cause a problem by experimenting with AI?
  • Can AI think for itself, or does it only repeat things it has seen before?
  • Can AI replace the relationship between a mentor and a student?
  • Can AI replace the note-taking apps I already rely on?
  • Can AI make decisions on its own, or does it always need a human prompt?
  • Can AI do things that my existing course platform tools can’t do?

Getting Started

2
  • Dashboard Quickstart
  • CAMPUS TOUR

S1: Getting Started with AI as an Educator

100
  • Will AI lower the price that people are willing to pay for online courses?
  • Will AI eventually replace online educators and course creators?
  • Why would someone join a live community when they can just ask ChatGPT?
  • Why would I use AI for research when I can just Google something?
  • Why use AI for email writing when I already have a template folder?
  • Why does AI sometimes say things that sound real but are completely made up?
  • Why does AI sometimes give confident but completely wrong answers?
  • Why do some AI answers feel so human while others feel obviously robotic?
  • Why do educators need to understand how AI works even if they only use it as a tool?
  • Why do different AI tools give different answers to the same question?
  • Why do AI tools keep improving so quickly compared to other software?
  • When should I use Google instead of asking an AI tool?
  • When is it faster to use a traditional tool versus going to AI?
  • What’s the best time of day or workflow moment to start practicing with AI?
  • What types of online courses are most at risk of being replaced by AI?
  • What skills will still be valuable for educators to have in five years given AI?
  • What should I tell my students when they ask me what AI is?
  • What should I not use AI for when I’m just starting out?
  • What should I actually try doing with AI in my first week to get comfortable?
  • What makes AI more useful than a pre-made template library?
  • What is the simplest task I can use AI for right now without any training?
  • What is the one thing about AI that most non-technical educators fundamentally misunderstand?
  • What is the main workflow difference between using AI and using traditional research tools?
  • What is the main advantage of AI over a YouTube tutorial for learning something new?
  • What is the fastest win I can get from AI in my teaching business this week?
  • What is the difference between the web interface for AI and the mobile app?
  • What is the difference between AI and machine learning and automation?
  • What is the case for investing in a community-based teaching model over solo courses?
  • What is the biggest threat AI poses to the online education industry?
  • What is the biggest mistake beginners make in their first week using AI?
  • What is the best AI tool to start with as a complete beginner?
  • What is one thing AI does that no other tool I currently use can match?
  • What is AI in simple terms for someone who isn’t tech-savvy?
  • What is a realistic expectation for what AI can do for me in my first month?
  • What is a prompt and why does wording it carefully matter?
  • What happens if I ask AI a really dumb question — will it judge me?
  • What evidence is there that human educators are thriving even as AI gets better?
  • What does transformation require that AI cannot provide?
  • What does it mean when people say AI was trained on data?
  • What does it mean when an AI has a knowledge cutoff date?
  • What does it mean that AI is a probabilistic tool rather than a deterministic one?
  • What does AI do better than Grammarly for editing my writing?
  • What does a large language model actually do when I type a question into it?
  • What do my students want from me that AI cannot give them?
  • What do human educators offer that AI genuinely cannot replicate?
  • What can AI do that Word and Google Docs can’t?
  • Should I write my prompts like a search query or like a sentence to a person?
  • Should I stop using Google now that AI tools exist?
  • Should I start with the free version of an AI tool or pay for the premium tier?
  • Should I replace my current tools with AI or add AI on top of them?
  • Should I be taking notes on what works and what doesn’t as I experiment with AI?
  • Should I be adding AI features to my course or avoiding them entirely?
  • Is using AI for lesson planning any better than using a Word document outline?
  • Is there a safe way to test AI on real course content without publishing anything?
  • Is there a risk that AI will start giving me personalized answers based on my history?
  • Is the AI I’m using storing my conversations and learning from them?
  • Is personal coaching still worth paying for when AI can give advice instantly?
  • Is live facilitation more or less valuable now that AI exists?
  • Is it naive to build a teaching business right now when AI is advancing so fast?
  • Is fear of AI replacement something I should discuss openly with my students?
  • Is ChatGPT the same thing as AI, or just one type of AI?
  • Is AI just a smarter version of the spellcheck I already use?
  • Is AI better at summarizing documents than reading them myself?
  • If AI can answer any question instantly, why would anyone pay to learn from me?
  • How will I know when I’ve moved from beginner to actually comfortable with AI?
  • How much does AI actually understand context from earlier in a conversation?
  • How long does it typically take to feel comfortable using AI as an educator?
  • How is talking to AI different from searching a forum for answers?
  • How is ChatGPT different from just doing a Google search?
  • How is AI writing different from just using a content template?
  • How is AI different from a search engine like Google?
  • How does human accountability differ from AI-generated feedback?
  • How does an AI chatbot compare to a knowledge base or FAQ system?
  • How does AI handle tasks like scheduling or organizing compared to tools I already have?
  • How does AI handle real-time information compared to tools I already use?
  • How does AI compare to Canva for creating educational visuals?
  • How do I use AI in my teaching in a way that makes my students value me more, not less?
  • How do I talk to potential students about AI without undermining my own value?
  • How do I stay relevant as an educator when my subject matter keeps changing because of AI?
  • How do I sign up for ChatGPT or Claude without doing something wrong?
  • How do I save or organize the AI responses that are actually useful?
  • How do I reframe my value as a teacher in a world where AI knows everything?
  • How do I practice using AI without it interfering with my actual work?
  • How do I know if I am using AI effectively or just wasting time with it?
  • How do I figure out whether the AI output is good enough to use or needs editing?
  • How do I explain to my students or colleagues that I’m starting to use AI?
  • How do I decide which existing tools to keep and which ones AI can replace?
  • How do I build on what AI gives me instead of just accepting whatever it says?
  • How do I avoid the trap of using AI for everything once I discover how powerful it is?
  • How do companies like OpenAI, Google, and Anthropic make money from AI?
  • How confident should I be that an AI answer is accurate before I use it in my teaching?
  • How can I compete with free AI tools that seem to know everything?
  • How are other educators dealing with the anxiety around AI replacing their work?
  • Does AI actually understand what I’m asking, or is it just pattern matching?
  • Can I break something or cause a problem by experimenting with AI?
  • Can AI think for itself, or does it only repeat things it has seen before?
  • Can AI replace the relationship between a mentor and a student?
  • Can AI replace the note-taking apps I already rely on?
  • Can AI make decisions on its own, or does it always need a human prompt?
  • Can AI do things that my existing course platform tools can’t do?
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  • Home
  • Document Library
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  • Adding Custom Links to Study Halls: Connect External Resources

Adding Custom Links to Study Halls: Connect External Resources

James Maduk
Updated on January 21, 2026

Adding Custom Links to Study Halls: Connect External Resources

Custom Links allow Study Hall owners to add navigation shortcuts to external websites, tools, resources, or other Campus pages directly in their Study Hall sidebar. This guide will help you teach your Campus members how to strategically add and manage custom links.

Custom Links transform Study Halls from isolated spaces into connected hubs that bridge your Campus with the broader tools and resources your members need.


What Are Custom Links?

Custom Links are admin-defined navigation items that appear in the Study Hall sidebar alongside default links (Feed, About, Members, etc.). They can point to:

  • External websites and tools
  • Other Study Halls or Campus pages
  • Video conferencing rooms (Zoom, Google Meet)
  • Cloud storage (Google Drive, Dropbox)
  • Project management tools (Trello, Asana)
  • Payment or registration pages
  • Resource libraries or documentation

Teaching Tip for 45+ Audience: Custom Links are like bookmarks in your web browser, but they’re shared with everyone in the Study Hall. They help everyone access important resources with one click.


How to Add a Custom Link

Guide Study Hall owners through this process:

Step 1: Access Study Hall Settings
Navigate to the Study Hall and click the three-dot menu → Space Settings (Study Hall Configuration).

Step 2: Find the Links Section
Look for the Links or Custom Links tab in the settings panel.

Step 3: Click "Add New Link"
A form will appear asking for link details.

Step 4: Enter Link Information

  • Link Title: The name that appears in the sidebar (e.g., "Weekly Zoom Call")
  • URL: The full web address (must include https://)
  • Description: (Optional) Brief explanation of what the link is for
  • Icon: (Optional) Choose an icon to help visually identify the link

Step 5: Set Link Behavior
Choose whether the link opens in the same tab or a new tab (new tab recommended for external resources).

Step 6: Save the Link
Click Save. The link will immediately appear in the Study Hall sidebar for all members.


Strategic Custom Link Examples

Help Study Hall owners understand how to use Custom Links effectively:

For Course-Based Study Halls

Example Links:

  • "Course Dashboard" → Link to the main course page
  • "Weekly Zoom Sessions" → Link to recurring Zoom room
  • "Submit Homework" → Link to Google Form or submission page
  • "Resource Library" → Link to Google Drive folder with course materials

Why It Works: Keeps all learning resources accessible without members having to search or bookmark separately.

For Project or Accountability Groups

Example Links:

  • "Shared Project Board" → Link to Trello or Asana board
  • "Weekly Check-In Form" → Link to accountability tracking form
  • "Goal Template" → Link to downloadable goal-setting worksheet
  • "Group Calendar" → Link to shared Google Calendar

Why It Works: Centralizes project tools and keeps everyone aligned on tasks and timelines.

For Paid Membership Study Halls

Example Links:

  • "Upgrade Membership" → Link to premium tier sales page
  • "Manage Billing" → Link to membership management portal
  • "Member-Only Vault" → Link to Dropbox folder with exclusive resources
  • "Office Hours Booking" → Link to Calendly or booking system

Why It Works: Reduces friction for members who want to upgrade or access premium features.

For Social or Networking Study Halls

Example Links:

  • "Member Directory" → Link to detailed member profile page
  • "Event RSVP" → Link to upcoming event registration
  • "Introduce Yourself Template" → Link to Google Doc template
  • "LinkedIn Group" → Link to related LinkedIn community

Why It Works: Facilitates deeper connection beyond the Campus platform.


Best Practices for Custom Links

1. Use Clear, Action-Oriented Names

Good: "Join Weekly Zoom Call"
Poor: "Zoom"

Good: "Download Resource Pack"
Poor: "Resources"

Clear names tell members exactly what will happen when they click.

2. Test Links Before Publishing

Always click your custom links after adding them to ensure:

  • They go to the correct destination
  • They open properly (new tab if external)
  • They’re accessible to members (not behind admin-only permissions)
  • Mobile users can access them

3. Limit Link Quantity

Recommended: 3-5 custom links maximum per Study Hall

Why: Too many links create decision fatigue. Keep only the most essential resources.

Teaching Tip: If you have more than 5 links, create a "Resource Hub" page elsewhere and link to that central page instead.

4. Update or Remove Outdated Links

Set a quarterly reminder to:

  • Check if all links still work
  • Remove links to concluded events or expired resources
  • Update URLs if resources moved
  • Archive old links rather than letting them clutter the sidebar

5. Use Icons Strategically

If your platform supports link icons:

  • Use recognizable icons (calendar for events, video camera for Zoom, folder for resources)
  • Keep icon style consistent
  • Don’t use icons if they make navigation more confusing

Common Custom Link Use Cases

Linking to Zoom Rooms

Link Title: "Join Our Monday Zoom Call"
URL: Your permanent Zoom room URL
Opens In: New tab

Pro Tip: Use your permanent Zoom room link (not one-time meeting links) so members can bookmark and reuse it.

Linking to Google Drive Folders

Link Title: "Shared Resource Library"
URL: Google Drive folder link with "View" permissions
Opens In: New tab

Important: Ensure the Google Drive folder permissions are set to "Anyone with the link can view" or your specific Campus domain. Test with a non-admin account to verify access.

Linking to Other Study Halls

Link Title: "See Also: Advanced Marketing Study Hall"
URL: Direct URL to the related Study Hall
Opens In: Same tab (keeps members within the Campus)

Use Case: Great for connecting beginner and advanced Study Halls, or related topic Study Halls.

Linking to Payment or Registration Pages

Link Title: "Upgrade to Premium Membership"
URL: Stripe payment link or membership sales page
Opens In: New tab

Implementation Note: This is powerful for monetization. Members see the upgrade path directly within the Study Hall.


Editing and Deleting Custom Links

To Edit a Link:

  1. Go to Study Hall Settings → Links/Custom Links
  2. Find the link in the list
  3. Click Edit icon
  4. Update information
  5. Save changes

To Delete a Link:

  1. Go to Study Hall Settings → Links/Custom Links
  2. Find the link in the list
  3. Click Delete/Remove icon
  4. Confirm deletion

Teaching Tip for 45+ Audience: Deleted links are gone immediately. If you’re unsure, edit the link to make it more clear rather than deleting it completely.


Teaching Custom Links to Your Members

Frame the "Why" First

Before showing how to add links, explain why they matter:
"Custom Links save your members time and create a seamless experience. Instead of making them hunt for your Zoom link in old emails, it’s right there in the sidebar every time."

Show Real Examples

Walk through 2-3 real custom link scenarios in your niche:

  • "Here’s how Sarah linked her weekly Zoom call for her accountability group…"
  • "Here’s how Mike connected his members to the shared Google Drive…"

Create a Custom Link Checklist

Provide a simple decision tool:

Add a Custom Link if:

  • Members ask "Where is X?" more than twice
  • You reference the same external resource repeatedly
  • The link supports the Study Hall’s core purpose
  • It saves members significant time or friction

Don’t Add a Custom Link if:

  • It’s only relevant to one or two members
  • It’s a one-time event (post in Feed instead)
  • You’re not sure members will use it
  • It duplicates existing navigation

Custom Links and Campus Transformation

Strategic use of Custom Links accelerates transformation:

Phase 2 (Community Building):

  • Link to member introduction templates
  • Connect to welcome videos or orientation content
  • Bridge to social profiles for deeper connection

Phase 3 (Engagement Ecosystem):

  • Link to recurring events that keep members returning
  • Connect to tools that facilitate collaboration
  • Bridge Study Halls together for cross-engagement

Phase 4 (Transformation Engine):

  • Link to implementation tools and resources
  • Connect to accountability and tracking systems
  • Bridge to your broader transformation ecosystem

Troubleshooting Custom Links

Problem: "Members say the link doesn’t work"
Solutions:

  • Check that URL includes https://
  • Verify the destination isn’t behind a login
  • Test the link yourself in an incognito window
  • Ensure the destination works on mobile devices

Problem: "The link appears for me but not for members"
Solution: The link might be pointing to an admin-only page. Verify the destination is accessible to regular members.

Problem: "I can’t find where to add custom links"
Solution: Custom links might be a premium feature. Check with your platform documentation or upgrade your account if needed.


Need Help? If you have questions about implementing Custom Links in your Personally Branded Campus, contact our support team.

campus-setup, fluentcommunity, study-halls, tutorial
Adding Resource Links to Learning Paths: Navigation EnhancementActivity Feed Views: Teaching Members to Navigate and Engage
Table of Contents
  • Adding Custom Links to Study Halls: Connect External Resources
    • What Are Custom Links?
    • How to Add a Custom Link
    • Strategic Custom Link Examples
      • For Course-Based Study Halls
      • For Project or Accountability Groups
      • For Paid Membership Study Halls
      • For Social or Networking Study Halls
    • Best Practices for Custom Links
      • 1. Use Clear, Action-Oriented Names
      • 2. Test Links Before Publishing
      • 3. Limit Link Quantity
      • 4. Update or Remove Outdated Links
      • 5. Use Icons Strategically
    • Common Custom Link Use Cases
      • Linking to Zoom Rooms
      • Linking to Google Drive Folders
      • Linking to Other Study Halls
      • Linking to Payment or Registration Pages
    • Editing and Deleting Custom Links
    • Teaching Custom Links to Your Members
      • Frame the "Why" First
      • Show Real Examples
      • Create a Custom Link Checklist
    • Custom Links and Campus Transformation
    • Troubleshooting Custom Links

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