Created across complex STEM and technical subjects.
About Me
Engineering taught me to understand complex systems. Teaching taught me to explain them.
My path to instructional design brings together engineering, teaching, educational content development, psychology, and a long-standing interest in making difficult ideas easier to understand and use.
PHOTO PLACEHOLDER
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01
My Journey
My route into instructional design was not a straight line. That is what makes it useful.
I began in mechanical engineering, followed by postgraduate study in Machine Design and research in Applied Mechanics. That background trained me to think in systems, analyse problems, work with evidence, and understand why things behave the way they do.
Alongside the technical side of my work, I became increasingly interested in another problem: how people understand difficult ideas. Studying Psychology added another perspective to that question and helped connect my technical background with the way people learn.
01
Mechanical Engineering
Building a foundation in technical systems and problem-solving.
02
Machine Design & Applied Mechanics
Going deeper into analysis, research, and complex engineering problems.
03
Psychology
Adding a formal perspective on people, behaviour, and learning.
04
Instructional Design
Bringing technical understanding and learning design together.
Before eLearning
I was designing learning before I called it instructional design.
Teaching, mentoring, workshops, educational content, and technical writing gave me years of practice in structuring information around what another person needs to understand.
Through structured instructional and educational content.
With explanations adapted to different learning needs and paces.
From scripted and produced video lessons for online learners.
Teaching
I designed course content, conducted tutorials, assessed learning, and supported students in Mechanics, Solid Mechanics, and Kinematics of Machines.
Content Development
I have translated complex STEM concepts into structured learning resources, educational videos, and learner-centred explanations.
Technical Communication
My academic writing and research work strengthened my ability to organise dense technical information into clear, logically sequenced communication.
02
Why Instructional Design
Eventually, the question that interested me changed.
It was no longer only, “How does this work?” It became, “How can someone learn to understand it, practise it, and use it when it matters?”
I realised that one of the parts of my work I enjoyed most was deciding how to structure an explanation, where someone was likely to struggle, what example would make an idea clearer, and how information could become something useful rather than simply something to remember.
Instructional design gave me a deliberate framework for doing that. I have since developed my practice through formal study of instructional design and through hands-on work with Storyline 360, Rise 360, Camtasia, storyboarding, scenario design, assessment, visual learning, and performance support.
What I Bring
A technical background that stays part of the design process.
I am most comfortable where learning involves systems, processes, troubleshooting, evidence, or decisions.
Technical Depth
I am comfortable getting inside unfamiliar technical content and understanding how the system or process actually works before designing the learning around it.
Systems Thinking
Engineering trained me to look at relationships between components, causes, symptoms, decisions, and consequences rather than treating information as isolated facts.
Learner Perspective
Teaching, mentoring, and psychology help me consider where understanding can break down and what support can make the next step clearer.
Technology as a Design Tool
I use authoring tools, multimedia, variables, interactions, and custom logic when they improve the learning experience, not simply to add complexity.
How It Shows Up
Three projects. Three different learning problems.
Each portfolio project uses a different format because each problem calls for a different kind of learning experience.
Stop the Breakdown
Predictive maintenance becomes an investigation. Learners interpret evidence, diagnose a developing equipment problem, assess risk, and make decisions with consequences.
View Project ↗From Alarm to Action
BMS troubleshooting is structured around the maintenance task: interpret an alarm, investigate system behaviour, and follow a logical process to isolate a likely fault.
View Project ↗Before You Touch It
A focused LOTO learning solution built around five checks technicians should make before maintenance, supported by a concise instructional video and job aid.
View Project ↗
Where I'm Headed
At the intersection of technical expertise and learning design.
I am particularly interested in technical training, industrial learning, engineering education, workplace performance, and other environments where people need to understand complex systems and make good decisions.
My goal is not simply to make technical information easier to consume. It is to make it easier to use.
Beyond the Screen
Sometimes the best way to think clearly is to get away from the screen.
Outside work and learning design, I enjoy walking, running, and hiking. They give me the space to reset, explore, and return to a problem with a clearer head.
Walk
Run
Hike
Let's Connect
Looking for someone who can bridge technical content and learning design?
I am open to instructional design, technical learning, eLearning development, and learning experience opportunities.