Instructional Design Philosophy

I design learning experiences that help people feel capable, curious, and confident. The best learning does not feel like a task; it feels like progress. I strive to create learning that encourages curiosity, builds confidence, and supports a growth mindset, helping people feel ready to learn, try, and keep moving forward. My process begins with understanding people, their goals, challenges, and motivations, and aligning those insights with meaningful performance outcomes.

My experience in PBS education and outreach has strengthened that focus. Working closely with families and educators has reinforced how important it is to design content that is accessible, intuitive, and genuinely useful. It grounds my work in real needs and ensures every design decision supports clarity and inclusion.

Guided by the ADDIE model and informed by principles from constructivist and cognitivist approaches, I prioritize relevance, accessibility, and engagement. I believe well-designed learning should feel intuitive, welcoming, and supportive from start to finish.

Collaboration is central to my work. I value the expertise of subject-matter specialists, the perspectives of stakeholders, and the lived experiences of learners. My role is to bridge knowledge and performance by creating learning experiences that inform, inspire, and support meaningful growth.

As I continue to evolve as a learning designer, I look forward to exploring emerging technologies, deepening accessibility practices, and discovering new ways to create engaging, learner-centered experiences.