Yes! Epiphany supports the design of:

• Online asynchronous learning
• Live virtual sessions
• Live in-person sessions
• Blended learning

You can request these formats in your user brief, or let Epiphany recommend the best-fit format based on your learners, goals, practical parameters etc. Epiphany will recommend the optimal delivery mode based on your goals, learners, and constraints - or follow your specified preferences.

Our groundbreaking “Explore and Ask” function enables you to “talk to Epiphany” about specific aspects of your design throughout the design process.

You can use “Explore and Ask” to:

• Ask questions, e.g. How do these recommended visuals align with Mayer's multimedia principles? How do we know and elaboration activity is the best possible activity to achieve this objective?
• Make edits, e.g. Make the impact evaluation easier to execute.
• Refine outputs, e.g. Add a case study which involves a member of our sales team in London struggling with a challenging customer who is demanding a refund on our new Premium Product range.
  
• Explore the theory and develop your expertise, e.g. What are the pros and cons of delivering this blended rather than online async? Which research did you draw on to make this decision?

Yes! You can copy and paste any information into the user brief and Epiphany will use this as source content.

A document upload feature will be added in Q2 2025.

There are three "outputs":
1. A design brief: defines what we are designing, for who and why?
2. A design outline: defines objectives, content & activities.
3. The final output from Epiphany is a course storyboard, i.e. a fully designed, scripted and “ready to develop or deliver” course. 

You can download your design brief, outline and/or storyboard as an Excel, PDF or DOCX. If you added slides as part of your design, you can downloads these a .PPTX.

SCORM download & integration with AI content creation tools is coming in Q2 2025.

In order to generate and export a complete storyboard at the very least you must:

1. Add a user brief: i.e.. tell Epiphany what you want to design, for who and why.
2. Add at least one piece of content & one activity to each module in the outline stage.

If you want to optimise for speed, it's possible to design a bespoke, evidence-based design in <10 mins.

At Epiphany, we apply a scientifically rigorous, research-backed instructional design framework to ensure that every recommendation is robust and reliable.

Our approach is based on the Epiphany Learning Framework: Motivate – Practice – Apply (MPA), which integrates learning, cognitive and behavioural science research to optimise learning engagement, retention, and real-world application.

Each of Epiphany's recommendations is grounded in evidence-based principles, including:

1. Motivate 

We ensure learning environments foster curiosity, self-efficacy, social belonging, and cognitive readiness, using:

• Self-Determination Theory (Ryan & Deci, 2000) – Ensuring learners feel autonomy, competence, and relatedness.
• Expectancy-Value Theory (Eccles & Wigfield, 2002) – Structuring content to increase learners’ confidence in success and the perceived value of learning.
• Social Learning Theory (Bandura, 1986) – Leveraging peer interactions, modeling, and observational learning.
• Curiosity Gap Theory (Loewenstein, 1994) – Using curiosity-driven design to stimulate deep learning engagement.

2. Practice

We ensure that learning is interactive, effortful, and reinforced, using:

• Deliberate Practice (Ericsson et al., 1993) – Emphasising structured, feedback-driven skill development.
• Cognitive Load Theory (Sweller, 1988) – Designing content to optimize working memory and prevent overload.
• Retrieval Practice (Roediger & Karpicke, 2006) – Encouraging knowledge recall to improve retention.
• Interleaving & Variability (Taylor & Rohrer, 2010) – Alternating between problem types to strengthen knowledge transfer.

3. Apply 

We ensure learners apply knowledge in practical contexts, receive feedback, and reflect, using:

• Transfer of Learning (Perkins & Salomon, 1992) – Ensuring knowledge is adaptable across different settings.
• Authentic Assessment (Wiggins, 1998) – Designing real-world applications instead of rote memorisation.
• Metacognitive Strategies (Bjork et al., 2013) – Encouraging self-reflection to reinforce deep learning.
• Learning by Teaching (Fiorella & Mayer, 2013) – Strengthening retention through peer explanation.

Yes! At any stage in the process you can ask Epiphany to make changes to the design based on your requirements using the “Explore and Ask” feature.

Right now, you can share your design at the brief, outline and/or storyboard stage by downloading it and sharing it with stakeholders, SMEs, learners etc.

In Q2 2025 we will introduce in-platform collaboration, commenting and editing to streamline collaboration further.

Research shows that generic AI tools are not great at instructional design. Unlike generic AI tools which are built to be general assistants, Epiphany has been built from the ground up to do one task - instructional design - like a pro.

In practice, this means we have added hundreds of evidence-based prompts to Epiphany’s back end to ensure that the product thinks and behaves like a pro Instructional Designer.

We have also baked in best-practices in instructional design via Epiphany’s workflow, which surfaces and supports critical decisions and actions in an optimal sequence providing guardrails to ensure every decision is optimised for learner engagement and outcomes.

Thanks to these things, in controlled tests Epiphany significantly increased both the speed and the quality of instructional designers’ work compared with generic tools like ChatGPT.

Yes! Accessibility is built into the core design process through:

• Multiple ways to engage with content
• Various pathways for information processing
• Diverse methods for demonstrating knowledge
• Self-paced progression options
• Built-in cognitive support features

Read more about our accessibility approach here.