Approach
Start with the real problem.
Understand the people.
Design for what they need to do next.
My approach is strategic, human-centred and action-focused. I combine learning science, communication, storytelling, visual design and technology – but the tools always serve the outcome, not the other way around.
01 – The way I design
Strategic
Learning should connect to something the organisation actually needs to achieve. I start with the performance or organisational problem – not a folder of source material waiting to become training.
Human-centred
Design around the people doing the work. What do they already know? What gets in their way? What does their context demand? I don't believe in one-size-fits-all learning.
Action-focused
Learning → doing. Knowing something is useful; being able to use it is better. I design opportunities to practise, decide, apply, reflect and build confidence before learners need to perform for real.
Creative + evidence-informed
Creativity and learning science belong in the same room. I use storytelling, visual design, interaction and technology to make learning clearer, more memorable and more useful – not simply prettier.
Iterative + collaborative
Good work gets better through conversation. I investigate, co-design, prototype, test, gather feedback and refine – rather than disappearing for eight weeks and returning with The Answer.
Make it clear enough to stick
People can't act on something they don't understand. I look at what people need to know, believe or do differently – then make the learning so clear that it clicks, sticks and drives change.
02 – From problem to practice
ADDIE, used as a flexible end-to-end framework – not a rigid checklist.
Find the real problem.
Understand what's happening now, what needs to change and whether learning is actually part of the answer. Focus the project on what matters: no filler, no training for training's sake.
Shape the right response.
Agree the audience, outcomes, scope, learning strategy and success measures before we start building. Clear decisions early save messy ones later.
Build, test, refine.
Turn the design into something people can actually experience. Storyboards, content, visuals and interactions are tested, reviewed and improved as the work takes shape.
Put it into the real world.
Prepare the learning for launch – digital, facilitated or blended. Pilot it, support the rollout and make sure the experience works where people actually need to use it.
E – EvaluateFind out what changed.
Look at what worked, what didn't and what needs improving. Evaluation feeds the next decision rather than sitting at the end as an afterthought.
03 – Four principles behind every decision
Learning exists to create change
Completion isn't the goal. Change is. I define what people need to know, think or do differently at the start of a project, then design towards that outcome. This gives the work a clear purpose and gives us something meaningful to evaluate later.
Learning is a process
People rarely learn something once and immediately use it well. Good learning gives them time to understand, practise, apply, reflect and reinforce. I design for the whole journey, not just the intervention in the middle of it.
Meet people where they are
Before designing anything, I want to understand the people doing the work: what they already know, what gets in their way and what their context demands. That shapes the content, format, pace and level of support.
It works best when beautifully designed
Good design isn't decoration. It makes learning easier to understand, easier to use and more credible. Visual design, interaction and detail all shape how the experience feels – and whether people want to engage with it.