My Approach to Learning Design

How I Diagnose Learning Needs

I start by listening. When I meet with administrators or department leaders, I ask questions to understand the pain points they are facing. What do people struggle to do? What gap exists between their current practice and where they need to be? That diagnosis shapes everything that follows. Often, a professional learning opportunity can relieve or eliminate that pain point entirely.

How I Design Solutions

I design for change, not just information. Before I build anything, I ask: What do we want people to think and do differently after this? That question drives every choice I make.

I prioritize quality and intention over volume. Yes, we could build ten courses in a semester. Instead, I build fewer, designed with rigor. Asynchronous does not mean passive. Every assignment is intentional, and every reflection moment serves the learning outcome. I use backward design because we must start with the end in mind: What are the objectives, what is the final assignment, and what does transfer look like?

I break complex concepts into digestible pieces and build in reflection and application moments, because change does not happen in a lecture. I design for accessibility and UDL because if people cannot access the course, they cannot change. I use design tools like Cidi Labs strategically to keep people engaged.

How I Measure and Improve

Courses are not finished on day one. I launch, gather feedback through surveys and data, check in with schools to see how people are using the tools, and then iterate. This cycle of feedback and improvement is how sustainable change happens.

What Drives My Work

I love that moment when someone says, "I am going to try this tomorrow." That lightbulb moment, that willingness to take a baby step, is everything to me. We are not trying to change people's minds mid-stream or ask them to transform overnight. We are creating the conditions for small, achievable changes that build confidence and momentum. Building capacity in others, helping them be their best, is where I find the most meaning in this work.