Tradeademia / Learning desk
Trading Course Commitment and Project Worksheet
Use explicit cost/time assumptions and retain a non-live learning artifact.
Learning Cost and Time Assumptions
No vendor price is fetched. Blank costs are unknown, not zero. Use one currency and avoid counting a cost twice.
Completion-Project Self-Assessment
Choose a fresh task and retain the first attempt. These are unverified reader states, not a validated qualification or publication rating.
Retained Practical Learning Procedures
The original procedures remain available alongside the current source checks and workbench. They are proposed due-diligence tasks, not a report of our course attendance.
Price is not the outcome
A course should teach a process the learner can repeat without the instructor. Ask for a syllabus, prerequisites, sample lesson, worked exercises, assessment standard and refund terms. A list of profitable trades is not a curriculum.
Budget the hidden work
Enter the hours you can realistically spend, not the video's runtime. Practice, journaling and reviewing failed attempts usually consume more time than watching lessons. A high per-hour figure can still be justified by substantial feedback; a low figure can still be poor value if there is no useful practice.
Check against a free baseline
Before paying, try to complete one strategy definition using public material: entry rule, invalidation, position size, execution costs and out-of-sample test. Buy only if the course fills a specific gap you can name. Do not purchase on an implied earnings promise; education has no guaranteed trading return.
A concrete course trial
Choose one strategy from the free strategy breakdowns and write a one-page rule sheet: setup, entry, invalidation, position sizing, cost assumptions and a test period not used to invent the rule. Then inspect a course sample lesson. Does it show a learner how to improve this sheet, challenge a weak test and review errors? If it only retells profitable examples, tuition may buy motivation rather than instruction. The worksheet prices time and feedback; it cannot measure learning without a before-and-after exercise.
Evidence to request before paying
Keep the published syllabus version, instructor credentials, a sample exercise with marking criteria, live feedback commitments, access duration, refund terms and total price including renewals. Ask whether demonstrations use historical or real-time decisions and whether losing examples are taught. Define the skill you expect to gain and a way to test it in simulation before risking capital. A course is educational value when it closes a specific learning gap, not when it implies its students will replicate a showcased return.
Test the promised skill
A learner can set a pre-course baseline by explaining one strategy, identifying its failure conditions and reviewing ten simulated decisions without hindsight. Repeat the same assessment with new examples after the course. Record improvement in reasoning and error detection, not hypothetical profit. This does not prove the course caused future trading success, but it tests a claim that a genuine educational product should be able to support.
Original References and Scope
Public descriptions support the stated source boundary. They are not evidence of our paid attendance, private marking or a measured student-outcome study.