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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
  • đź§  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
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  • Teaching Study Hall Privacy: Public, Private, and Secret Settings

Teaching Study Hall Privacy: Public, Private, and Secret Settings

James Maduk
Updated on January 21, 2026

Teaching Study Hall Privacy: Public, Private, and Secret Settings

Your campus platform allows Study Hall owners to control exactly who can see and access their Study Halls. This guide will help you teach your Campus members how to configure Privacy settings for their Study Halls—whether they want them Public, Private, or Secret.

Understanding privacy settings is crucial for creating the right environment for different types of Study Halls. Some discussions need to be wide open, while others require controlled access.


Guide Members to Configure Study Hall Privacy

Help your members navigate to their Study Hall privacy settings with this step-by-step workflow:

Step 1: Access the Study Hall

  • Direct members to the Spaces section from the navbar in your campus platform
  • Have them open their Desired Study Hall by clicking the Study Hall tab where they want to configure privacy settings
  • Alternatively, they can create a new Study Hall by clicking the "New Space" button in the top right corner

Teaching Reference: For detailed instructions on creating a new Study Hall from scratch, refer members to our Study Hall Creation Guide.

Step 2: Open Study Hall Settings

  • Guide members to click the three-dot menu button in the top right corner
  • Have them select "Space Settings" (which we call "Study Hall Configuration" in your Campus branding)

Step 3: Find Privacy Options

  • In the Settings panel, have members click the dropdown arrow next to the Privacy option under the General Settings tab
  • They’ll see three privacy options to choose from:
    • Public
    • Private
    • Secret

Teaching Tip for 45+ Audience: Remind members that they can always change privacy settings later. It’s common to start with a more restricted setting and open it up as the Study Hall matures.


Understanding the Three Privacy Levels

Public Study Halls

What it means: When members select the Public option, anyone can view posts in the Study Hall without joining. However, only Study Hall members can create posts and interact.

Best used for:

  • General discussion topics
  • Campus-wide announcements
  • Open learning communities
  • Resource sharing spaces
  • Welcome and orientation Study Halls

Member experience:

  • Non-members can browse and read all content
  • Visitors can see what valuable discussions are happening
  • Members can post, comment, and fully participate
  • Great for discovery and attracting new members

Teaching Context: Public Study Halls serve your Campus Map Phase 2 (Community Building) by lowering barriers to entry. New members can "window shop" before committing to join.


Private Study Halls

What it means: Anyone can view the basic info of the Study Hall (title, description, member count), but only members who have been approved and joined can view content. Only Admin and approved members can create and interact with posts.

Best used for:

  • Paid membership areas
  • Advanced learning cohorts
  • Accountability groups
  • Mastermind circles
  • Members-only resource libraries

Lock Screen Options:

When you set a Study Hall to Private, your campus platform gives you three ways to display the "locked" experience to non-members:

Option 1: Default Lock Screen

Select this if you want to use your campus platform’s standard Lock Screen. This provides a clean, simple message that the Study Hall requires membership.

Teaching Tip: The default option is perfect when you’re just getting started. Members can always customize later.

Option 2: Redirect to a URL

This option is powerful for sales and marketing. Instead of showing a lock screen, you can automatically redirect visitors to a specific URL—typically a sales page, application form, or information page about joining.

Implementation Example: If you’re running a paid mastermind Study Hall, redirect non-members to your Stripe checkout page or application form.

Option 3: Custom Lock Screen

Select this option to create a fully customized Lock Screen experience. Guide members to open the Lock Screen tab in Study Hall Settings to access all customization options.


Customizing Private Study Hall Lock Screens

When members choose the Custom Lock Screen option, they can fully control how non-members experience their locked Study Hall. Here’s how to guide them through the customization process:

Access Customization:

  1. Navigate to the desired Study Hall
  2. Click Space Settings (Study Hall Configuration)
  3. Select the Lock Screen tab from the top navigation

Page Blocks: In the left sidebar under "Page Blocks," members can customize three main sections:

  • Banner
  • Description
  • Call to Action

Block Controls:

  • Edit: Click the pencil icon to edit any block’s content
  • Disable: Click the eye icon to hide blocks they don’t want to show
  • Move: Click the up-down arrows to reorder blocks

Banner Customization

The Banner is the header area that visitors see first. It sets the tone and communicates the value of joining. Guide members through these options:

Content Tab:

a) Heading: The main title visitors see (Example: "Join the Marketing Mastery Study Hall")

b) Description: A short message explaining what the Study Hall offers and why members should join (Example: "Connect with fellow marketers, share strategies, and grow your business together")

c) Button Label: Text on the call-to-action button (Example: "Apply to Join" or "Unlock Access")

d) Button Link: URL where the button directs visitors (your application page, sales page, or membership form)

e) Open in New Tab: Check this to open the button link in a new browser tab, keeping your Campus open in the background

Design Tab:

a) Background Image: Upload a visually appealing image that represents your Study Hall’s purpose. Click "Upload Image" to select from your media library or upload a new file.

b) Overlay Color: Add a semi-transparent color overlay on top of your background image to improve text readability.

c) Heading Color: Change the text color of your main heading to ensure it stands out and is easy to read.

d) Text Color: Adjust the color of your description text.

e) Button Label: Change the text color on your call-to-action button.

f) Button Background: Set the background color for your CTA button to make it pop.

Teaching Tip for 45+ Audience: Less is more with design. Choose 2-3 complementary colors and stick with them. High contrast (dark text on light backgrounds or vice versa) improves readability.


Description Section

The Description area allows members to add detailed content below the banner using the Block Editor (Gutenberg). This is where they can:

  • Explain Study Hall benefits in detail
  • List what members will learn or gain
  • Share testimonials from current members
  • Add images, videos, or formatted text
  • Include FAQs about joining

Shortcut for Non-Designers: Guide members to use the Patterns tab at the top of the Block Editor. Patterns provide pre-designed layouts they can simply customize with their own content—no design skills needed.


Call to Action Section

The Call to Action creates a secondary prompt at the bottom of the lock screen, giving visitors another opportunity to join.

The CTA section offers identical settings to the Banner:

  • Content Tab: Heading, description, button label, button link, new tab option
  • Design Tab: Background image, overlay color, text colors, button styling

Implementation Strategy: Use the Banner CTA as the main action ("Apply to Join") and the bottom CTA as a softer alternative ("Learn More About Membership").

Save Your Work: Once customization is complete, have members click the "Save Changes & Close" button to preserve all changes.


Secret Study Halls

What it means: The Study Hall is completely locked and hidden from everyone. Only specifically invited members can even see that the Study Hall exists, let alone view and interact with content.

Best used for:

  • Executive coaching groups
  • High-level masterminds
  • Beta testing groups
  • Crisis management spaces
  • Sensitive or confidential discussions
  • VIP member experiences

Member experience:

  • Study Hall doesn’t appear in public Study Hall lists
  • Non-invited members see no indication it exists
  • Only invited members receive access
  • Perfect for exclusive, high-touch experiences

Teaching Context: Secret Study Halls create your Campus’s premium tier. They’re essential for Phase 4 (Transformation Engine) when you’re delivering high-value, personalized experiences.


Don’t Forget to Save

After members select their desired privacy option, remind them to click the "Save Changes" button to apply the new privacy settings to their Study Hall.

Common Mistake: Members often forget this final step and wonder why their privacy settings didn’t change. Make this a key point in your training.


Privacy Settings and Campus Transformation

Different privacy levels serve different purposes in your Campus transformation journey:

Public Study Halls:

  • Phase 2 (Community Building): Welcome new members, create initial connections
  • Lower barrier to entry increases participation
  • Great for building social proof

Private Study Halls:

  • Phase 3 (Engagement Ecosystem): Create value-add experiences that keep members returning
  • Membership requirement increases perceived value
  • Perfect for paid tiers and advanced content

Secret Study Halls:

  • Phase 4 (Transformation Engine): Deliver high-touch, transformational experiences
  • Exclusivity increases commitment and engagement
  • Ideal for your most dedicated and highest-paying members

Teaching Tips for Your 45+ Members

When training Campus members on privacy settings:

  1. Start with the "Why": Before showing buttons to click, explain why privacy settings matter and how they’ll use them.

  2. Use Real Examples: Share specific scenarios: "If you’re creating a book club Study Hall, you might want Public so people can preview discussions. If you’re running a paid coaching program, Private with a custom lock screen is better."

  3. Emphasize Flexibility: Remind members they’re not locked into their first choice. Settings can change as their Study Hall evolves.

  4. Walk Through Lock Screen Customization: The custom lock screen options can feel overwhelming. Consider creating a template or example they can copy.

  5. Create a Privacy Decision Framework:

    • Is this free or paid? (Paid = Private or Secret)
    • Do I want discovery or exclusivity? (Discovery = Public, Exclusivity = Private/Secret)
    • Is this content sensitive? (Sensitive = Secret)

Need Help? If you have questions about implementing Study Hall privacy settings in your Personally Branded Campus, contact our support team.

campus-setup, fluentcommunity, study-halls, tutorial
TrainingSites Campus Global Settings OverviewTeaching Study Hall Member Management: Roles, Invitations, and Access Control
Table of Contents
  • Teaching Study Hall Privacy: Public, Private, and Secret Settings
    • Guide Members to Configure Study Hall Privacy
    • Understanding the Three Privacy Levels
      • Public Study Halls
      • Private Study Halls
        • Option 1: Default Lock Screen
        • Option 2: Redirect to a URL
        • Option 3: Custom Lock Screen
    • Customizing Private Study Hall Lock Screens
      • Banner Customization
        • Content Tab:
        • Design Tab:
      • Description Section
      • Call to Action Section
      • Secret Study Halls
    • Don't Forget to Save
    • Privacy Settings and Campus Transformation
    • Teaching Tips for Your 45+ Members

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