Memphis, Tennessee
Instructional DesignerLearning Experience DesignerTraining & Development Professional
Learning people can use at work
I design courses, practice activities, and job aids that help people do their work.
Selected work
Here are some of the courses, interactions, and prototypes I have built, along with the decisions behind them.
AI Performance SupportAI Performance Support Prototype
Zapier Chatbot + Approved Procedures
An AI performance-support tool with scenario practice, coaching, procedure help, and on-demand support. Nova is also used inside the NovaDesk Storyline course.
Technical TrainingArticulate Storyline 360
Technical Software Training / Performance Assessment
A Storyline 360 course that teaches a customer-support escalation workflow through demonstration, guided practice, and an independent performance assessment. Learners can also use a case-triage job aid and Nova for additional help.
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.
Professional summary
I'm an instructional designer with experience in corporate software training, customer education, and community health education. I focus on making learning useful, clear, and realistic for the people who need it.
My process starts with analysis, not authoring. I ask what needs to change, whether training is actually the right solution, and how we'll know it worked. Then I design the simplest approach that fits the need — whether that's a Rise course, a branching scenario, a facilitated workshop, or a one-page job aid.
I'm completing a M.S. in Instructional Design and Technology at the University of Memphis (Expected December 2026), and I use what I learn there in my work: accessibility treated as a design requirement, evidence over habit, and evaluation planned before development starts.
Read my full storyAreas of expertise
Choosing a design approach that fits the real performance problem.
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, variables, conditional logic, scoring, states, and custom 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 before anyone opens an authoring tool. These are eight questions that guide my work.
"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, covering 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
A few simple ideas guide how I plan and build a project.
If learners can't use it in real life, it isn't finished. Each activity should connect to something they need to do.
People bring different experience, language, and circumstances. The design should make it easier for more people to take part.
Plain language, clear structure, and readable design are part of the work from the first storyboard.
I use learning research and learner feedback instead of relying only on familiar formats.
People engage when the material is relevant and the amount of practice fits the task.
The main question is whether people can do the work better after the learning.
Design principles
The work is usually decided before development starts.
If a learner cannot use it the next day, the design is not finished.
Use more complex interactions only when they help learners practice or understand something better.
Give people the amount of explanation and practice the task requires.
Make choices based on who will use the learning and what their work is like.
Reviewing earlier work honestly is how the next version gets better.
How I design learning
I choose a process based on the people, the work, the timeline, and what needs to change.
The activities may overlap, repeat, or change depending on the project.
Professional development
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.
See the full portfolioProject gallery
Courses, interactions, prototypes, and case studies showing how different learning problems were approached.
Articulate Storyline 360
Technical Software Training / Performance Assessment
A Storyline 360 course that teaches a customer-support escalation workflow through demonstration, guided practice, and an independent performance assessment. Learners can also use a case-triage job aid and Nova for additional help.
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.
Professional highlights
I can help analyze a performance problem, design a solution, build it, and check whether it worked.
Get in touch
I'm open to Instructional Designer, Learning Experience Designer, Curriculum Developer, and Learning & Development roles. If you have a role in mind, I'd be glad to talk.
