My Learning Design Philosophy
My Learning Design Philosophy
Where Creativity Meets Learning Science
"Learning is not attained by chance, it must be sought for with ardor and attended to with diligence." - Abigail Adams
Learning should be an adventure, not an assignment. As an instructional designer, I believe that when we honor both the science of how people learn and the art of human connection, we create experiences that don't just transfer knowledge—they transform learners.
The Foundation: Learning as Human Connection
My philosophy is grounded in the understanding that learning is fundamentally about human connection—connection to content, to purpose, and to possibility. Having navigated my own learning journey with ADHD, I've experienced firsthand how traditional "one-size-fits-all" approaches can either unlock potential or create barriers. This personal insight drives my commitment to inclusive design that recognizes every learner brings unique strengths, challenges, and perspectives to the learning experience.
My diverse background—from orchestra direction to entrepreneurship to instructional design—has taught me that the most powerful learning happens when we meet learners where they are, honor their existing knowledge, and guide them toward where they want to go. Whether I'm conducting a student ensemble or designing a corporate training module, the principle remains constant: create an environment where learners feel safe to experiment, make mistakes, and discover their capabilities.
Design Philosophy: Storytelling as Learning Architecture
I approach instructional design through the lens of storytelling because humans are inherently narrative creatures. We don't just process information; we construct meaning through story. When I transform a traditional syllabus into a fairytale-inspired audio experience or design scenario-based medical training, I'm leveraging our natural affinity for narrative to create learning that resonates at both cognitive and emotional levels.
My design process centers on backwards design principles, but with a narrative twist. I begin with the learning outcome—the "happily ever after" of the learner's journey—and then craft the challenges, growth moments, and victories that will lead them there. This approach ensures that every element serves both the learning objective and the human need for meaningful experience.
Drawing from my music education background, I understand that learning, like music, has rhythm, pacing, and flow. Just as a symphony builds through movements, effective learning experiences should have moments of tension and release, complexity and simplicity, individual performance and ensemble participation. This musical sensibility infuses my work with attention to timing, emotional arc, and the importance of both solo and collaborative learning moments.
The ADHD Advantage: Designing for Neurodiversity
My experience with ADHD isn't a limitation I work around—it's a design asset I leverage. ADHD brains crave engagement, variety, and meaningful challenge. They struggle with cognitive overload but excel when information is chunked appropriately and presented through multiple modalities. These aren't just "accommodations"—they're good design principles that benefit all learners.
I apply Universal Design for Learning (UDL) not as an add-on feature, but as a foundational design philosophy. When I create micro-learning modules, interactive scenarios, or progress tracking systems, I'm designing for the full spectrum of human cognitive diversity. This approach recognizes that what makes learning accessible for neurodivergent learners—clear structure, multiple engagement pathways, immediate feedback—actually enhances the experience for everyone.
My ADHD perspective also brings creativity and innovation to problem-solving. The same brain that gets bored with traditional training approaches naturally generates novel solutions: What if we turned compliance training into an escape room? What if employee onboarding felt like joining an adventure? This neurodivergent creativity, combined with solid instructional design principles, creates learning experiences that surprise and delight while achieving serious learning outcomes.
Technology as Amplifier, Not Answer
I view technology not as the solution to learning challenges, but as a powerful amplifier of good instructional design. AI tools can help me create more personalized content faster, but they can't replace the human insight needed to understand learner motivations and barriers. Audio production technology enables me to create immersive narrative experiences, but the power lies in the story, not the software.
My approach to educational technology integration focuses on seamless enhancement rather than flashy innovation. The best technology disappears into the learning experience, supporting rather than distracting from the content. Whether I'm using AI to generate scenario variations or incorporating interactive elements into an eLearning module, the question I ask isn't "What can this technology do?" but "How does this technology serve the learner's journey toward mastery?"
This philosophy extends to my work with emerging technologies like AI integration in learning design. I help organizations adopt these tools not because they're cutting-edge, but because they can create more responsive, personalized, and efficient learning experiences when applied thoughtfully.
Adult Learning Through an Entrepreneurial Lens
My entrepreneurial experience with Lydia's Lovely Loops taught me that adult learners are primarily motivated by application and results. They want to know not just what they're learning, but why it matters and how they can use it immediately. This understanding shapes every aspect of my design process, from needs analysis through evaluation.
Adult learners bring rich life experiences that should be honored and leveraged, not ignored. When I design training for virtual assistants or corporate professionals, I create opportunities for learners to connect new concepts to their existing knowledge and share their expertise with peers. This approach recognizes that in adult learning environments, everyone is both teacher and student.
The entrepreneurial mindset also brings focus on efficiency and ROI. Adult learners are busy people with competing priorities. My designs respect their time by eliminating fluff, focusing on essential skills, and providing multiple pathways to mastery. When someone completes my training, they should walk away with immediately applicable skills and the confidence to use them.
Assessment as Growth, Not Gatekeeping
I believe assessment should be a learning experience in itself, not a judgment rendered after learning. My assessment philosophy centers on formative feedback that guides learners toward mastery rather than summative evaluation that sorts them into categories.
Drawing from my music education background, I understand that mastery develops through practice, feedback, and iteration. Just as musicians improve through regular performance and coaching, learners develop competence through opportunities to apply new skills in safe environments with supportive feedback. My assessments are designed as practice opportunities rather than high-stakes evaluations.
This philosophy extends to self-assessment and reflection. I design learning experiences that help learners develop metacognitive awareness—understanding not just what they're learning, but how they learn best. This empowers them to become self-directed learners who can continue growing long after our formal interaction ends.
Creating Learning Communities
Learning is inherently social, and my designs reflect this understanding. Even in individual eLearning experiences, I create opportunities for connection—whether through discussion forums, peer feedback activities, or shared project galleries. My experience building community around my handmade business taught me that people learn better when they feel part of something larger than themselves.
I design learning experiences that foster psychological safety—environments where learners feel comfortable asking questions, making mistakes, and taking intellectual risks. This requires careful attention to tone, pacing, and the gradual building of trust and confidence throughout the learning journey.
Community building also means celebrating diverse perspectives and learning styles. My designs create space for introverted reflection and extroverted discussion, individual mastery and collaborative problem-solving, structured guidance and creative exploration.
Measuring What Matters
My approach to learning evaluation focuses on transfer and application rather than retention and recall. The ultimate measure of instructional design success isn't whether learners can pass a test, but whether they can apply new knowledge to solve real problems in their work and life.
I design evaluation frameworks that capture both quantitative metrics (completion rates, performance improvements) and qualitative insights (learner confidence, behavioral change, workplace application). This comprehensive approach helps organizations understand not just whether learning happened, but whether it made a difference.
Long-term impact measurement is equally important. I advocate for follow-up evaluations that assess whether learning gains persist and continue developing over time. This perspective helps organizations invest in learning design that creates lasting change rather than temporary compliance.
Continuous Growth and Adaptation
My philosophy acknowledges that both learning design and individual learning needs are constantly evolving. I approach every project as an opportunity to learn something new about how people develop skills and change behavior. This growth mindset keeps my designs fresh and responsive to emerging needs and technologies.
I actively seek feedback from learners, stakeholders, and fellow designers. My ADHD brain thrives on variety and new challenges, so I'm naturally drawn to projects that push me to expand my skills and try new approaches. This continuous learning benefits my clients by ensuring they receive the most current and effective design strategies.
The field of instructional design is rapidly evolving, particularly with AI integration and changing workplace dynamics. My philosophy embraces this change while maintaining focus on timeless principles of human learning and development.
The Future of Learning Design
Looking forward, I believe the most important trend in learning design is the shift from information delivery to experience creation. Learners have access to more information than ever before; what they need is guidance in applying that information meaningfully.
This shift requires instructional designers who understand both technology capabilities and human psychology, who can create experiences that are simultaneously efficient and engaging, standardized and personalized. My unique combination of creative background, business experience, and neurodivergent perspective positions me to help organizations navigate this evolution.
The future belongs to learning experiences that honor human dignity, celebrate cognitive diversity, and empower learners to become the best versions of themselves. This is the vision that guides my work and the legacy I hope to create through every learning experience I design.
In essence, my philosophy can be summarized in four principles:
🎵 Learning should have rhythm and flow - like music, it requires careful attention to pacing, variation, and emotional arc.
🧠 Every brain learns differently - and good design honors this diversity rather than fighting it.
🎭 Story is the architecture of meaning - humans connect with narrative in ways that pure information cannot achieve.
🌱 Growth happens in safe spaces - where learners feel empowered to experiment, fail, and try again.
These principles guide every project I undertake, from audio syllabi to corporate training programs. They ensure that my work not only achieves learning objectives but also honors the humanity of every person who engages with the experiences I create.