Learning Experience Designer
I am a learning experience designer with six years of experience building online learning in HTML, CSS and JavaScript, from full modules to custom interactive activities. I come from a teaching background and a design degree, so I plan every piece of learning from what the learner needs to be able to do, and build the interactions to get them there. Based in Nottingham, working remotely. Available for freelance and contract work.
A selection of work from six years designing and building online learning, from full modules to custom interactions, and personal projects.
FutureLearn · Open course
A three-week open course for new higher education managers, designed and built to FutureLearn's social-learning model with H5P reflection activities that learners can take with them.
Rated 4.7 out of 5 by learners, with over 2,000 enrolments. AHEP-aligned, built with Nottingham Business School.
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Online programme · Community
A two-week summer school delivered entirely online during the pandemic, where the design problem was not the content but the orientation, coordination and community around it.
Around 350 students across many disciplines and time zones. Recognised with an NTU award for team excellence.
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Video · Motion graphics
A how-to tutorial for a fictional app, made to a real client brief: screen recording, zooms, highlights, captions and voiceover, cut into one clear walkthrough.
From a blank page to the finished edit in around two hours.
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Rise 360 · JavaScript
A 15-minute Rise 360 module that helps working professionals study more effectively, built on cognitive science and structured with Bloom's taxonomy and ABC Learning Design.
Four custom activities where Rise stops, so learners leave with their own notes and their own study plan.
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Blended module · SQE
A module for trainee solicitors preparing for the Solicitors Qualifying Examination, taught partly in person and partly online, built to keep dense procedural content workable across in-person and online delivery.
Custom iframe embeds for the procedural documents learners need to reference alongside the module content, with interactive instructions layered on top.
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AI Pilot · JavaScript
Piloting a closed-loop AI tutor inside online modules, with custom JavaScript that injects structured prompts so the model answers only from verified module content.
Prompt design for reflection, summarisation and short scenarios. A working recreation of the two tools is linked from the case study.
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Languages · Interactive
An online language module for learners from inside and outside the university, built around spoken practice with instant feedback.
Running across multiple cohorts with strong take-up from both current students and external enrolments.
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Storyline · Interactive
An interactive carbon footprint calculator built in Articulate Storyline, designed so learners discover the shape of their own footprint by changing it themselves.
Five live-calculated categories using UK government emissions factors. Colour is always paired with a written figure (WCAG 1.4.1).
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Learner rating for the Stepping into Leadership course on FutureLearn, with more than 2,000 enrolments.
FutureLearn · Nottingham Business School →Learner rating for Project Management Insights on FutureLearn, with more than 1,800 enrolments. A three-week course structured around the project lifecycle, stakeholders and risk.
FutureLearn · Nottingham Business School →I found this course really easy to digest and it was very well structured. Highly recommend for anyone with no prior knowledge or some knowledge of project management.
Very good, great videos with very interesting information about what is PM and all the important details about what to do to succeed in PM. I am already using all the resources I've got with this new course.
The skills required to make an effective team and manage stress were wonderfully explained.
I build modules in code rather than only in an authoring tool, which keeps the finished module close to what was designed and gives me room to shape how it behaves for the learner. I pick up new tools quickly and I am technically minded, so new technology tends to find its way into my work where it earns a place. With AI that means using it where it improves the learning, then curating and checking what comes out before anyone relies on it.
Six years of modules written in HTML, CSS and JavaScript at Nottingham Trent University 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.
With HTML5, CSS3, JavaScript, shared libraries, Brightspace, SCORM, WCAG 2.2
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 subject experts, so it lands with the people it's for.
With ABC Learning Design, ADDIE, storyboarding, assessment & feedback design and prototyping
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.
With QTS, secondary teaching, SME collaboration, academic partnership
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.
With JavaScript, branching scenarios, gamification, Articulate Storyline triggers, H5P
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.
With Premiere Pro, Kdenlive, camera and lighting, motion graphics, subtitles
Whether you need a whole course or one specialist piece of a bigger project, these are the three main ways I work.
From a first conversation to a finished module, ready for your learning platform. I handle the learning design, the writing and the build, and work with your subject experts throughout so the course reflects what they know.
See it in Stepping into Leadership and Global Summer School.
For when a template can't do what the learning needs: branching scenarios, self-assessment tools, calculators and interactive activities, built in JavaScript or Articulate Storyline and ready to drop into your course.
See it in SQE Dispute Resolution, AI Trailblazer and Carbon Budget.
Filming on location within reach of Nottingham, and editing footage from anywhere: interviews, demonstrations, explainers and screen recordings, finished with titles, captions and motion graphics. Narration can come from your own presenter, a professional voice artist or an AI voice.
See it in Fieldwork, a how-to tutorial video.
Also available: gamification and digital badges (I wrote a staff guide on using badges to gamify learning), and accessibility reviews and fixes for existing courses.
Extra capacity that fits your process. I work to your templates, style guides and deadlines, and hand over clean, documented files your team can pick up.
A learning experience designer who will take a course from first conversation to launch, and explain the reasoning behind each decision along the way.
Worked with Nottingham Trent University, Nottingham Business School and FutureLearn.
Every project is different, but the shape stays the same, so you always know what is coming next.
I start with a short workshop with you and your subject experts to agree who the learners are, what they need to be able to do, and what success looks like. I'll also say honestly where technology will help and where it won't.
Before anything is built, I map the course out so you can see its shape: what learners do, in what order, and how they'll know they've got it. Changes are quick and cheap at this stage.
I build in whatever suits the job, whether that's code, Storyline or H5P. You see a working prototype early, so your feedback is on the real thing. Accessibility is built in from the start, to WCAG 2.2 AA.
I test for accessibility, readability and usability, with real learners where the project allows. You get the course in the format your platform needs, with the source files, a short guide and a walk-through so your team can maintain it.
Charlotte made it incredibly pain free, slick and most enjoyable with her friendly, open and can do attitude and approach to designing something new. She was great at communicating and the process was devoid of anything that was box ticking and overly administrative. [She] made the filming great fun. Her feedback on ways to improve was well delivered and well received.
I would also like to thank Charlotte for all of her hard work on this module. The enhancements developed during the consultation period have been extremely successful. In fact, we have since rolled these changes out across all Games Art modules.
She brings a methodical approach to her work, taking the time to understand problems properly and work through them carefully, which consistently results in a high-quality end product. She is also particularly strong in the technical side of digital learning and is excellent at solving complex problems.
Charlotte is always very professional and has built excellent relationships with the stakeholders across her projects, which includes senior members of Schools and academic teams. She produces consistently outstanding work.
Charlotte combines strong learning design expertise with excellent project management skills. She's worked on a range of projects, from micro-credentials to fully online HE modules, and has always delivered high quality, learner-focused experiences.
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 online learning in HTML, CSS and JavaScript, from full modules to custom interactive activities.
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.
6+
Years in learning design
HTML
CSS · JS
Built in code, not just authoring tools
QTS
Qualified teacher status
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