Memphis, Tennessee
Instructional DesignerLearning Experience DesignerTraining & Development Professional
Creating Practical Learning That Empowers People
I design practical learning experiences that help people build confidence, solve real-world problems, improve performance, and successfully apply new knowledge.
Selected work
Real projects from community education, corporate technical training, and graduate instructional design work — each documented with the analysis and decisions behind it.
eLearning / Articulate Rise 360Articulate Rise 360 + Storyline 360
Graduate Instructional Design Project — University of Memphis
A longer, more scaffolded course on ethical and inclusive AI use in online teaching, built in Rise 360 with a custom Storyline 360 branching scenario embedded where decision practice was needed.
eLearning / Articulate Rise 360Articulate Rise 360
Community Education — Friends For All
A streamlined Rise 360 course helping adult community learners build confidence using public transportation in Memphis, with interactions chosen to reduce cognitive load rather than to demonstrate complexity.
Technical TrainingArticulate Storyline 360 + Original Voice Narration
InvoiceCloud
A short Storyline 360 technical course on Data Pump for employees supporting municipal billing and payment processes, with narration I wrote and recorded myself.
Professional summary
I'm an instructional designer whose work sits where corporate software training, customer education, and community health education meet. That combination taught me something specific: learning only counts when someone can use it under pressure, in their actual environment, with the time they actually have.
My process starts with analysis, not authoring. I ask what performance needs to change, whether learning is the right lever, and how we'll know it worked. Then I design the smallest, clearest experience that gets there — a Rise course, a branching scenario, a facilitated workshop, or sometimes a one-page job aid.
I'm completing a M.S. Instructional Design and Technology at the University of Memphis (Expected December 2026), and I bring that research directly into practice: accessibility as a design requirement, evidence over habit, and evaluation planned before development begins.
Read my full storyAreas of expertise
ADDIE and backward design applied to real performance problems.
Structure, pacing, and interaction designed around the learner's context.
Objective mapping and sequencing across multi-session programs.
Design that builds on existing experience and respects limited time.
Self-paced modules, software walkthroughs, and scenario-based practice.
Workshop structure, facilitator guides, and practice-first sessions.
Branching scenarios and slide-layer interactions built when the objective calls for them.
Responsive course builds with task-sized lessons.
Course setup, interactive content, assessments, and learner-engagement activities.
Software documentation and performance support for complex platforms.
Script development and recorded narration for technical and software training.
Separating training needs from process, information, and resource gaps.
How I think
Most instructional design problems are decided long before anyone opens an authoring tool. These are eight questions that guide my approach to instructional design.
"Who is actually doing this work, and what makes it hard for them?"
I start with the people, not the content. Experience level, working conditions, motivation, language, and available time all change what a solution can look like.
"Is this actually a learning problem?"
Before designing, I separate skill gaps from process, information, tooling, and resource gaps. Sometimes the most useful recommendation is documentation rather than a course.
"What has to happen in the learner's head for this to transfer?"
I choose the strategy the outcome requires — demonstration, guided practice, scenario, or reference material — rather than defaulting to a familiar format.
"What will they be able to do, observably?"
Objectives are written as behaviors that someone could watch and verify. If it cannot be observed, it cannot be assessed or improved.
"Does this interaction serve the objective?"
Complexity is a cost paid by the learner. I add it when the objective requires decision practice, and I leave it out when it would compete with the content.
"How much effort does the task already require?"
When the subject matter is demanding, the course itself has to get out of the way. Predictable navigation and focused visuals are design decisions, not shortcuts.
"How will we know it worked?"
Measures are agreed on with stakeholders before development starts, spanning reaction, learning, behavior, and program-level outcomes.
"What would I change next time?"
Reviewing earlier work honestly — including choices I would make differently today — is part of how the next project gets better.
My design philosophy
These aren't slogans. Each one changes something concrete about how a project gets built.
If a learner cannot use it on Monday, it is not finished. Every activity connects to a real task.
Learners arrive with different experience, language, and context. Design should widen the door.
Plain language, clear structure, and readable design are planned from the first storyboard.
Decisions are grounded in adult learning research, cognitive load, and feedback from learners.
Engagement comes from relevance and appropriate challenge, not novelty or animation.
Learning is a means. The measure is what changes in the work afterward.
Design principles
Creating practical learning that empowers people starts with decisions made long before development.
If a learner cannot use it the next day, the design is not finished.
Interaction complexity should serve the learning objective — not the portfolio.
Orientation, scaffolding, and practice are scaled to what the experience actually demands.
Every choice traces back to who the learner is and how they actually work.
Reviewing earlier work honestly is how the next version gets better.
How I design learning
ADDIE provides the shared structure. SAM, backward design, and performance consulting shape how each phase actually runs.
Define the real problem and the intended outcome.
Map objectives, strategy, assessment, and structure before building.
Build clear, review-ready learning assets.
Launch with the support structures that make adoption likely.
Measure, report, and improve on a schedule.
Continuing to build
My instructional design practice continues to grow through graduate study, applied project work, and ongoing professional development. I design across eLearning, custom interactions, technical training, and documentation — choosing the format the performance need actually calls for.
Additional learning experiences and work samples may be added over time.
See the full portfolioProject walkthroughs
Each recording documents the learner experience, and the accompanying case study explains the instructional decisions behind it.
Articulate Rise 360 + Storyline 360
Graduate Instructional Design Project — University of Memphis
A longer, more scaffolded course on ethical and inclusive AI use in online teaching, built in Rise 360 with a custom Storyline 360 branching scenario embedded where decision practice was needed.
Articulate Rise 360
Community Education — Friends For All
A streamlined Rise 360 course helping adult community learners build confidence using public transportation in Memphis, with interactions chosen to reduce cognitive load rather than to demonstrate complexity.
Articulate Storyline 360 + Original Voice Narration
InvoiceCloud
A short Storyline 360 technical course on Data Pump for employees supporting municipal billing and payment processes, with narration I wrote and recorded myself.
Professional highlights
Looking for someone who can analyze a performance problem, design the solution, build it, and prove it worked?
Get in touch
I'm currently open to Instructional Designer, Learning Experience Designer, Curriculum Developer, and Learning & Development roles. If you're hiring, I'd welcome the conversation.
