My Learning Design Philosophy
My Learning Design Philosophy
Every learner deserves an experience designed specifically for their success.
My approach transforms training from obligation into opportunity through three interconnected principles rooted in cognitive science and real-world application:
🧠 Neurodivergent-First Design
I design for ADHD minds first because what helps neurodivergent learners succeed—clear structure, chunked content, multiple modalities, and frequent engagement—optimizes learning for everyone. This isn't accommodation; it's cognitive science applied strategically. When we reduce cognitive load and provide multiple pathways to understanding, all learners benefit from the enhanced clarity and accessibility.
🎵 Harmony Through Structure
From years of conducting ensembles to designing corporate learning experiences, I understand that true engagement emerges from intentional design. Like musical compositions, effective learning requires careful attention to pacing, rhythm, and the balance between challenge and support. Great learning experiences create harmony between learner needs, business objectives, and pedagogical best practices—resulting in outcomes that resonate long after the training ends.
📊 Evidence-Driven Iteration
Every design decision should answer: "How do we know this works?" I build measurement and feedback loops into learning experiences from day one, using both quantitative data and qualitative insights to continuously refine outcomes. This isn't just about completion rates—it's about demonstrable behavior change that drives real business results. My entrepreneurial background reinforces this focus: learning without measurement is just expensive entertainment.