About Me

With a background in digital content and learning design, I’ve spent over a decade creating engaging and accessible digital experiences. My journey has taken me through roles in higher education, nonprofits, and tech, where I’ve worked with teams to build courses and training programs that make a real difference—for both learners and the business.

I love blending creativity with technology to design learning that’s effective, enjoyable, and aligned with organisational goals. My approach incorporates UX design principles and learning design methodologies, ensuring that every experience is user-centered and impactful. I’m also an advocate of agile methods, which allow for flexibility and responsiveness in the development process.

I’ve collaborated around the world, including in Canada, New Zealand, and Australia, and I’m excited for my next career step at home in Ireland.

When I’m not working…

Barramundi fishing in Darwin, Northern Territory, Australia.

I love to travel and have spent most of my adult life living, exploring and gaining fantastic work experience and opportunities abroad.

I have a serious passion for the outdoors including hiking, camping, fishing and snowboarding - depending on my location.

As a learning designer, my approach is rooted in creating impactful and engaging learning experiences that cater to the diverse needs of learners while aligning with organisational goals.

My Approach and Methodology

Let’s look at my process for a typical learning design project:

1. Discovery and Needs Analysis

I begin by thoroughly understanding the learners' needs, the organisation's objectives, and the learning environment. This involves:

  • Collaborating with subject matter experts (SMEs) and stakeholders to gather insights on the project.

  • Conducting and documenting a needs analysis to identify learning needs and requirements.

  • Analysing data and feedback to determine a well-supported approach with clear direction.

  • Assess technology needs, access and availability.

2. Design and Development

Once I have a strong foundation, I move to the design phase. This involves:

  • Developing and refining high-level content plans through workshops and collaborative technologies (e.g. Miro boards)

  • Designing 'backwards' to first establish desired learning outcomes, then developing assessments and activities that align with those goals.

  • Collaborating iteratively with SME’s to ideate and refine storyboard content.

  • Applying adult learning theories and instructional models (such as ADDIE, SAM, or Gagné's Nine Events of Instruction) to structure the learning journey.

  • Building content in an LMS or similar platform, leveraging skills in LMS customisation and HTML.

  • Ensuring content accessibility and inclusivity for all learners.

  • Daily use of e-learning, multimedia and rapid authoring tools:

    • LMS (Canvas, Blackboard, Moodle)

    • Authoring tools (Camtasia, Adobe Captivate, Articulate Rise 360, Adobe Premiere Pro, Adobe Photoshop, Synthesia)

    • Engagement tools (h5p, Genial.ly, Mentimeter, Vyond, Feedback Fruits)

      I love to explore and experiment with LTI’s to see what can achieve the best outcome for a project.

3. Prototyping and Communication

Before diving into detailed development, I create prototypes of learning materials and gather feedback from key stakeholders about project content and approach. This involves:

  • Showcasing the essential components of the course design, including the learning methodology, assessment framework, and an overview of interactivity and engagement strategies.

  • Confirming the approach of the project plan and schedule while identifying potential issues and roadblocks that may impact delivery.

  • Gathering feedback from key stakeholders to identify design flaws, gaps, or misalignments at early stages of development.

4. Implementation and Integration

Before go-live, I manage the final stages of development. This involves:

  • Rigorous QA, testing, and proofreading

  • Managing technical aspects including LMS ‘shell’ preparation, SCORM packaging, LTI integration etc.

  • Manage access administration and troubleshoot any issues.

5. Evaluation and Optimization

My process does not stop at implementation. I collect quantitative and qualitative feedback post-launch to measure learner engagement, knowledge retention, and the effectiveness of the content. This data informs future improvements and uplifts. This involves

  • Monitoring LMS analytics such access, interaction, engagement and time-on-page metrics.

  • Evaluating qualitative feedback after course completion to be considered for upcoming iterations (e.g. student satisfaction)

  • Collaborating closely with stakeholders to ensure that the learning materials adapt to the changing needs of the business and learners.

Collaboration and Continuous Improvement

Collaboration is central to my methodology. I work closely with SMEs, graphic designers, videographers, and other team members to ensure the learning experience is cohesive, visually appealing, and pedagogically sound.

I take pride in maintaining high standards of quality and constantly evolving my practice through professional development and learner feedback. By applying this systematic yet flexible approach, I ensure that each learning project I undertake is tailored, innovative, and aligned with the goals of both the learner and the organisation.