Six years of modules written in HTML, CSS and JavaScript at Nottingham Trent rather than assembled in an authoring tool. It means less gets lost between the plan and what a learner actually experiences. Delivered to WCAG 2.2, packaged as SCORM where the platform needs it.

Mapping the shape of the learning, prototyping quickly, and collaborating with SMEs to shape what actually lands with learners, grounded in adult learning theory.

Every module starts with the learning aims and outcomes, and everything after that answers to them: the structure, the interactions, the assessment. From there I map the shape of the learning, prototype quickly, and work closely with SMEs to make sure it lands with the people it's for.

Qualified teacher status and secondary classroom experience before this. That is where I learned to spot when a task is not landing, and it makes working with subject experts easier because I understand what it takes to hold a room. Feedback from real learners then feeds back into the design, so the finished module is one that has been tested rather than assumed.

When the standard quiz template cannot carry the teaching, I build the interaction instead: branching scenarios, language practice components, gamified activities, H5P where it fits. That extends into authoring tools rather than stopping at them, so in Articulate 360 I write custom JavaScript elements driven by triggers instead of staying inside the stock blocks.

I shoot and edit my own video, from planning the shots through to the finished cut. Camera work, sound and lighting on location, then editing, titles and motion graphics. It means a module that needs video does not stall waiting on a separate production team.

From mapping the learning and developing the content through to a finished module, ready for your LMS.

Storyboarding and an early prototype to confirm the interactions and design direction before the full build.

Branching scenarios, A-Frame (VR) and gamified activities, built in JavaScript.

My teaching background means I speak the same language as your subject experts, and can turn their knowledge into something learners can use.

Good design is not decoration on a course, it is part of what makes the learning work. A clear layout, a well-judged visual, an interaction that lets someone try something for themselves: these are often what help a concept actually land. I came to this through a design degree and secondary school teaching, and a real interest in the code underneath, so I understand how those interactions are built and not just how they should look.

For the past six years I have been a Learning Designer at Nottingham Trent University, building fully online modules in HTML, CSS and JavaScript.

Two things I hold to. I plan backwards from what someone needs to do differently afterwards, not from the content sitting in front of me. And accessibility goes in from the first line, to WCAG 2.2, because retrofitting it later never works as well as designing for it from day one.