Learning Experience Portfolio

Enablement • Microlearning • Learning Systems • Performance Support

About / Mission

I design learning experiences that help people build skills, apply knowledge faster, and perform with confidence. My work blends learning science, language development, and structured learning design to support both K–12 and adult learning environments.

Below are select projects showing how I design interactive learning experiences, performance supports, and scalable learning systems.

Core Capabilities: Microlearning • Performance Support • Enablement • Structured Literacy • ESL/MLL • UDL • Assessment • Curriculum Systems • Transfer • Motivation & Engagement • Data-Informed Iteration

Burnout Reset: Interactive Simulator (Storyline 360)

Tools: Articulate Storyline 360 • Slider • Dial • Triggers • Variables

A 2-minute microlearning simulator designed to help professionals identify early burnout signals and practice quick reset strategies. Designed with clear layouts, readable typography, and structured interaction flow to support usability and cognitive accessibility. It also includes performance support job aids and reflection prompts.

Watch the short demo, then launch the full interactive experience.

Launch the SimulatorView Full Case Study
Burnout Reset: A 10-Minute Reset Strategy — Rise course cover

Burnout Reset: A 10-Minute Microlearning Course (Articulate Rise)

A short microlearning sample designed to demonstrate interactive, mobile-friendly learning design and clean instructional flow.

Tools: Articulate Rise • Canva

Deliverables: Microlearning + job aids (PDF)

View the Interactive CourseDownload Course PDFs

Compliance Workflow System

Workflow design · Enablement documentation · Performance support

Designed a structured compliance workflow system that aligned process mapping, documentation, and performance support tools to reduce confusion and increase clarity across teams.

View Case Study

Learning Systems for Literacy, Language & Transfer

  • Decoding + Morphology

  • Comprehension + Inferencing

  • Grammar + Syntax

  • Syllable Division + Patterning

Structured Literacy Microlearning System — Tier 2/3 (Remediation + Transfer) — Open for role + outcomes

Literacy Microlearning System

A mode-flexible microlearning solution designed to support decoding, morphology, syntax, and fluency for diverse learners (Tier 3 dyslexic, ESOL/MLL, general education, and intervention profiles). Delivered across whole-group, small-group, and independent practice, the system reduced cognitive load, increased learner autonomy, and scaled structured literacy practice without increasing teacher prep.

Role: Learning Product Design (microlearning + remediation systems)

Users: dyslexic learners (Tier 3), multilingual learners (ESOL/MLL), Tier 2 non-responders

Context: Designed mode-flexible microlearning sequences used in small-group (5–8), 1:1, and independent practice (remote + in-person).

Core insight: The same interactive artifacts can support modeling, guided practice, and independent repetition without increasing teacher prep.

Outcomes observed: Increased independent decoding attempts, reduced avoidance, and improved transfer to controlled text.

Problem: Structured literacy manipulatives were strong for modeling but weak for scalable practice. In small-group and remote contexts, routines broke down due to setup time, limited repetition, and high adult mediation.

Design response: Built microlearning artifacts featuring:

• drag-and-drop, sort, reorder, click-to-check

• retry loops + immediate feedback

• scaffolded entry + scaffold fading

• repetition without tedium

Track A: Mode-flexible microlearning (not Barton-specific) Microlearning sequences supported decoding → morphology → syntax → fluency across whole-group projection, small-group rotation, and independent practice.

Track B: Tier 3 remediation (Barton-informed) Created OG-aligned digital tiles + microtasks in Boom™ Learning to preserve manipulation routines online and scale Tier 3 decoding practice across small-group and 1:1 delivery.

Transfer pipeline: Barton Lesson → Digital Tiles → Microtasks → Controlled Stories → Independent Reading

Outcomes observed: Reduced guessing, increased voluntary repetition, and improved confidence/identity as readers.

Competencies: microlearning • cognitive load reduction • structured literacy • scaffolding • MTSS alignment • enablement • product reasoning • system thinking

Disclaimer (Barton-Informed track only): Aligned with the Barton Reading & Spelling System® but not affiliated with or endorsed by it.

Microlearning Loop — Syllable Division (Student Experience)
Student-facing demo (loop)
Tools: Boom Learning™ • Drag-and-drop • Immediate feedback • Student-facing UX
Micro-task decoding tiles — designed in Boom Learning™ for structured literacy practice.
Micro-task decoding tiles screenshot
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Tap / click to play demo
PD excerpt synthesizing SLP coursework and Dr. Fletcher’s dyslexia workshop into structured literacy instruction.
Ecosystem Architecture — Remediation, Enablement & Adoption Loop
Ecosystem map — remediation sequence, teacher enablement, and adoption loop.

Language-Rich Instruction System — ESOL/MLL (Transfer + Scaffolds) — Open for role + outcomes

Role: Learning Product Design (Microlearning + Enablement Systems)

Users: PreK–5 teachers, paraprofessionals, MLL/ESOL learners, new staff, building leaders

Context: District PD created awareness of language scaffolds but failed to transfer into classroom practice. High cognitive load + planning friction prevented uptake.

Small-group + multilingual buildings required a teacher enablement system, not just PD.

Problem (Transfer Bottleneck)

Teachers understood why language scaffolds matter, but could not consistently implement due to:

  • no classroom-ready scaffolds
  • high planning load
  • no retrieval or reinforcement mechanisms
  • no transfer pathway between PD and curriculum
  • no feedback loop

Insight: Awareness alone does not generate implementation—teachers need mechanism + materials + reinforcement.

Constraints (Operational + Adult Learning)

  • single PD event (one-day model)
  • wide variation in ESOL strategy experience
  • limited prep bandwidth
  • no unified ESOL materials library
  • high turnover + onboarding needs
  • low-friction scaffolds required for adoption
  • multi-building coordination

System Model (Sequenced Over Time)

Part 1 — District PD (Awareness + Modeling)

  • delivered 4 sessions in a single day
  • included sheltered instruction demo taught entirely in German
  • modeled comprehensible input + visuals + discourse routines
  • strong interest + engagement, but no transfer infrastructure

Observed Gap:
Awareness did not translate into practice. Gap persisted ~2 years.

Part 2 — Microlearning Newsletter (Enablement + Materials)

Launched: 2 years post-PD within the same district
Cadence: Monthly (spaced + repeat exposure)

Newsletter design included:

  • spotlight strategy + underlying mechanism (“why it works”)
  • “try it” tasks to reduce activation energy
  • digital visuals, sentence/discourse frames, and scaffolds (ready-to-use)
  • friction reduction for planning + prep
  • onboarding utility for new staff
  • consistent nudges to reinforce attention

Delivery Architecture (Push + Pull System)

Push (Email) →

  • attention
  • nudges
  • priming
  • habit formation

Pull (Canvas Archive) →

  • retrieval
  • planning
  • reuse + remix
  • onboarding
  • spaced reinforcement

Combined push/pull supported:

✔ late adopters
✔ spaced repetition
✔ resource reuse
✔ sustained transfer
✔ onboarding for turnover

Outcomes (Composite/System-Level Signals)

✔ increased classroom use of visuals + language scaffolds
✔ repeated requests for digital materials
✔ increased discourse frame usage
✔ increased multilingual discourse opportunities
✔ identified need for Tier 2 teacher supports (between PD + curriculum)
✔ validated teacher enablement as missing layer in adoption pipeline

Adult Learning Insights (Mechanism)

Transfer required alignment between:

  • mechanism (why it works)
  • materials (how to do it)
  • microlearning (small + spaced)
  • friction reduction (prep load)
  • repetition (retrieval + reuse)
  • nudges (attention + habit)

System Insight:
PD created interest.
Microlearning + scaffolds created action.

Push = attention. Pull = retrieval + reuse.

Product & EdTech Implications

Opportunities for tools that support:

  • teacher enablement platforms
  • PD → classroom transfer workflows
  • microlearning for adoption
  • materials pipelines for classroom scaffolds
  • resource libraries + retrieval UX
  • spaced reinforcement for instructional practices

Applicable Domains:
Content language, microlearning platforms, teacher enablement, multilingual scaffolds, literacy products, PD → classroom transfer tools, and K–12 instructional tech.

Competencies Demonstrated

adult learning design • content language scaffolding • microlearning systems • transfer modeling • user enablement • multimodal content • distributed reinforcement • low-friction implementation • product reasoning • communication system design • cognitive load reduction

Immersive District PD — Instructional Language & Visual Supports
Immersive District PD demo thumbnail
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Tap / click to play demo
System Framing — Transfer & Enablement
System framing — bottlenecks, transfer sequence, and enablement micro-loop.
Persona & Enablement Flow
Flow from learners to teachers to product ecosystem through implementation and learning science.
Tap / click to play demo

Interactive Literacy Microproduct Ecosystem (K–8 + Intervention) — Open for role + outcomes

Role: Learning Product Design (Microproducts + Feedback Loops)

Users: K–8 interventionists, classroom teachers, SPED/ESOL educators, and mixed-profile learners

Product Domain (Structured Literacy + Intervention)

Developed an ecosystem of 200+ interactive microlearning products supporting foundational literacy instruction, including:

• decoding + grapheme mapping
• phonics + orthographic patterns
• morphology + affixes
• vocabulary + visual scaffolds
• syntax + grammar routines
• fluency + mixed-practice tasks
• comprehension scaffolds

Products served both core instructional and response-to-intervention (RTI/MTSS) contexts.

Secondary Line (Math Microlearning + Manipulatives)

Extended microlearning design patterns into math fluency and conceptual skills:

• touch-dots addition/subtraction (manipulatives → digital)
• place value + money + counting
• multiplication fluency with cookie manipulatives (students count chocolate chips to bridge conceptual → fluency)

Math line validated transferability of microlearning scaffolds across domains.

Learner Profiles + Grade Bands

Microlearning supported mixed profiles:

✔ dyslexic decoding profiles (Tier 3)
✔ ESOL/MLL learners (language bottleneck)
✔ general education fluency + morphology needs
✔ middle school intervention students with persistent decoding gapsGrade bands ranged from K–5 foundational literacy to 6–8 intervention.

Marketplace Adoption (Feedback + Iteration Layer)

Operating across teacher marketplaces created a real-world signal layer that surfaced patterns in:

• demand (what teachers sought/bought/requested)
• specialization outperforming generic literacy products
• iteration + re-releases
• bundling + sequencing around instructional needs
• cross-domain transfer (literacy ↔ math)

Marketplace dynamics functioned as lightweight analytics + product discovery, informing microproduct strategy and future design.

Product Operations (Full-Stack Creation Cycle)

Independently handled:

• product strategy + instructional design
• iteration + quality improvements
• microproduct sequencing
• metadata + search strategy
• listing optimization + messaging
• light audience research via marketplace signals

This operated as a creator → user feedback loop, validating design decisions faster than traditional curriculum pipelines.

System Insight

Interactive microproducts functioned as the ecosystem layer of a literacy system.

Adoption validated:

✔ microlearning as a bridge between explicit instruction ↔ independent practice
✔ domain transferability (literacy → math)
✔ product-market fit for structured literacy scaffolds
✔ sequencing value for intervention contexts
✔ teacher-facing enablement + discovery needs

EdTech/Product Implications

Opportunities for tools that support:

• microproduct ecosystems
• teacher-facing enablement + discovery
• structured literacy configurability
• microlearning engines
• intervention + mixed-profile support
• analytics-informed iteration + sequencing
• UX for independent practice
• marketplace-style discoverability for instructional artifacts

Competencies Demonstrated

learning design • structured literacy • phonics • language scaffolding • intervention design • microlearning • UX for independent practice • product reasoning • iteration • teacher enablement • analytics-informed decision making • ecosystem thinking

Applicable Domains

microlearning engines • teacher tools • literacy + intervention platforms • content language products • scaffold systems • K–8 EdTech • product enablement

K–8 Microlearning Product Ecosystem (Literacy + Intervention)
K–8 Microlearning Product Ecosystem thumbnail
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Tap / click to play demo

Adult Language Learning (German for Travelers, JCCC) — Open for role + outcomes

Audience: Adult learners (ages 20–70; students + professionals)

Duration: 3 semesters (8-week course)

Context / Problem
Adult learners preparing for travel needed functional language skills for real-world scenarios. Learners entered with mixed proficiency, backgrounds, and goals.

Role & Scope
Course Designer + Instructor. Designed and taught the complete course including curriculum, pacing, instructional materials, and interactive practice.

Instructional Model
• Functional travel scenarios (food, lodging, transit, directions)
• Pronunciation drills & phonology
• Cultural context & pragmatic language use
• Conversation tasks & role-play
• Interactive activities (e.g., Kahoot)
• Mixed-proficiency adaptation & scaffolding

Adult Learning Considerations
Applied andragogy principles: relevance, application, self-direction, and confidence building. Repeated cohorts allowed for iterative refinement and personalized challenge.

Interview / Facilitation
Selected after a demo lesson in which I facilitated an interactive mini-lesson for the interview panel—engaging participants as learners and modeling my approach to adult learning.

Outcome
Positive course feedback and repeat enrollment across semesters. Adults demonstrated increased functional competence and conversational confidence.

Transfer to PD & EdTech

Experience aligns with adult learning, motivation, and learner-centered facilitation—skills transferable to professional development and teacher training environments.

Role Scope & Practice Areas

Learning Experience Design • Microlearning Systems • Curriculum & Instructional Design • Product Enablement • Language & Literacy • ESOL/Academic Language • Structured Literacy • Intervention Design

Audiences: K–12 and adult learning audiences, multilingual learners, educators, facilitators, instructional teams, and cross-functional stakeholders

Domains: structured literacy, curriculum design, microlearning, academic language, UDL

Interests: learning transfer, implementation systems, accessibility, feedback loops

Let’s Connect

Roles of Interest

LXD • Product Education • Enablement • Learning Programs • Microlearning • Learning Systems • Learning Science & Literacy

Résumé: Available upon request
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