I don't build courses.

I Design

Solutions

that make a difference!

I lead cross-functional teams to help organizations translate complex goals into inclusive, engaging, and effective learning programs that improve how people think, work, and grow.

PROJECT HIGHLIGHT

Gamified Learning with Real-Time Personalization

See how gamification and personalization transform challenging subjects into engaging and accessible learning experiences.

Adaptive Learning Paths

Personalized Feedback

Enhanced Motivation

Diagnostic Interactivity

Reduced Cognitive Load

When learning complex, multi-step content, a single mistake can send students down the wrong path with no way to recover. Traditional problem sets offer no immediate help, leaving learners stuck and frustrated. This project introduced an adaptive, game-based tutor that identified misconceptions in real time, provided targeted hints, and adjusted feedback based on student needs to ensure students stayed engaged while mastering the content.
Explore this Project

When Learning Doesn't Happen:

The Hidden Problem

Them:
We need a course on this topic.
Me:
What makes you think we need a course?

People often find my question frustrating—especially when the request seems clear and straightforward. It can seem like a waste of time to pause and unpack why learning is needed, rather than jumping straight to what the instruction should cover.

But I ask the question to uncover a hidden problem with the request:

When we build learning experiences around content,
we miss the opportunity to design solutions.

Learning experiences—from microlearning to courses to curricula—built around a topic often fall short not because the content is wrong, but because they skip a critical step: defining the specific problem the learning is meant to solve. That problem isn't about what information the course should cover, it's about what you want learners to be able to do that they can't already, and why that matters to them.

I use the “Iceberg Illusion” to help non-designers see what instructional design and strategy really involves. It’s easy to think of design as just the visible part—activities, materials, or course content—but real learning only happens when those visible parts are built on top of deeper concerns.

Instructional Design

Iceberg Illusion

Visible Content
Instructional Strategy
Learner Motivation
Problem
Business Goal
Most instructional design happens beneath the surface. Effective content is supported by many less obvious layers of design.

Beneath the surface, we start with the organization’s goals and identify the knowledge and skills people need to achieve them. From there, we clarify the design promblem—the specific knowledge and skills the learners lack.

Next, we ask a crucial question: Why would learners want to acquire this knowledge or skill? Understanding learner motivation allows us to choose a strategy for engaging learners in activities that address the design problem and the organization's goals. Only then do we start creating the visible content.

Building up this foundation below the visible layer takes time, but is what transforms "building a course" into "designing a solution." When we do the deep work upfront, the content becomes obvious and our focus can remain on learning experiences, high-quality materials, and diagnostic assessments that create real, lasting change.

See these ideas in action by exploring my work.

PROJECT HIGHLIGHT

Agile Design for Rapid, High-Impact Curriculum Development

See how an iterative workflow powers rapid, need-driven, and scalable learning development.

Rapid Development Workflow:
Booster Stage: gather objectives from experts, stakeholders, and learners. Design Stage: build a minimum viable product for the most critical objectives. Access Stage: publish materials, collect feedback and analytics. Analysis Stage: use data to refine or expand—Loop back to Booster Stage if the next steps are unclear.

When training staff on a large and complex topic—genetics, in this case—completing a full analysis before development (as in the ADDIE model) would delay delivery indefinitely. Because staff in a national research program needed to field genetics questions immediately, I created and led designers, stakeholders, and learners a new agile-inspired workflow: we identified a few essential learning objectives, launched an MVP training, and refined it using real-world feedback and analytics. This approach let us scale genetics education rapidly and effectively—focusing on the knowledge and skills staff needed most.

Using this agile workflow, we launched the first learning activities in just a few weeks. Testing and feedback guided improvements to existing content and expansion to cover more of the needs and objectives. Within a year, we saw a significant improvement in the staff's overall ability to achieve the program's goals in this area.