I design curricula, learning programmes, and assessment frameworks that make unfamiliar and technical subject matter accessible — built on evidence-based pedagogy and shaped by data.
Maybe it's a product. A methodology. A platform. A body of research. A clinical practice. A programme of work. Whatever it is, you know it works. But there's a gap between what you offer and how quickly people can actually understand and apply it.
That gap is a learning design problem. And closing it changes everything.
Here’s what becomes possible:
When content is structured around how people process information, not just how you organised it, understanding happens sooner. Confusion clears. Confidence builds.
Your knowledge becomes something others can learn from, apply, and build on without you needing to explain it every time.
When content is scaffolded properly (pacing, cognitive load, feedback), people stay engaged and see it through.
Your audience doesn’t just read about it. They genuinely understand it and know how to use it.
If this sounds like the shift you’re after, you don’t need more content. You need someone who understands how people process complexity and how to design learning that sticks.
That’s what I do. Your expertise is my canvas. Together, we turn what you know into something people can genuinely learn, use, and remember.
Every programme I design is grounded in evidence-based frameworks and built around a single principle: learners should feel supported at every stage, not overwhelmed.
I structure learning journeys to gradually build learner independence — starting with guided exposure and moving toward confident, autonomous application. Cognitive load is managed at every stage.
I apply frameworks like Understanding by Design, Cognitive Load Theory, and Kolb's Cycle to make deliberate decisions about structure, sequencing, and assessment — not guesswork.
I use qualitative and quantitative learner data to validate design decisions and continuously improve programmes after launch. Feedback loops are built in from the start.
That's the beauty of learning design. Given the right process — needs assessment, SME collaboration, and a clear understanding of the learner — I can take any complex topic and turn it into something accessible, whether the audience is brand new to it or already an expert. Here's what that's looked like in practice.
A niche clinical field. I worked with the subject matter expert to translate dense psychophysiological concepts into a structured content system that was accessible to a general audience — without dumbing it down.
A technically dense topic most people have never encountered. Designed a microlearning course that breaks down how blockchains scale and how assets move between networks — built so a complete beginner can follow it with confidence.
View live courseRosacea, adult acne, product interactions — complex clinical content. Built a full blended learning programme from scratch, working closely with SMEs to get the science right without needing to be a dermatologist myself.
A theory-heavy field that most professionals find intimidating. Designed an interactive course that strips it back to practical frameworks and actionable steps — you can explore it live in the case studies below.
Four projects that show how I approach complex subject matter, cross-functional collaboration, and data-driven design from brief to delivery — including two you can explore live.
A major skincare brand was rebranding from standalone products to targeted skin-concern protocols — rosacea, adult acne, and others. After a needs assessment with the sales and product teams, it was clear that consultants across Europe needed to learn an entirely new way of advising customers, and the existing training wasn't built for it.
Partnered with skincare SMEs, marketing, product, and design teams to ensure learning content was both technically accurate and aligned with broader brand and customer-outcome goals. Also produced a customer-facing learning flow extending education beyond the sales team.
An education platform needed to onboard 300+ families per term and support 20+ teachers — at scale, consistently, and without the support burden that was slowing the team down. A needs assessment revealed that existing processes were manual, slow, and generating too many repeat queries — a clear signal that the learning and onboarding system needed rebuilding from the ground up.
Used both qualitative feedback and quantitative engagement metrics to continuously refine the onboarding programme and knowledge base. Design decisions were validated against learner data, not assumptions — and the system was built to keep improving after launch.
Leaders and managers going through organisational transformation often underestimate change communication — or treat it as an afterthought. The goal was to build a self-paced course that would shift that, giving learners practical frameworks and strategies they could apply immediately.
Blockchain scaling and bridging are genuinely complex — and most explanations online are either too technical for beginners or too vague to be useful. The goal was a short, focused course that gave learners a clear mental model of how Layer 1 and Layer 2 blockchains work together, without requiring any prior knowledge.