Learning Experiences
e-Learning | Blended | ILT | Media

Designing for Systems Thinking, Inquiry & and Conceptual Transfer 

Project Context
Concept-based inquiry offers powerful opportunities for deep learning, yet teachers often face the challenge of balancing learner agency, conceptual rigor, standards alignment, assessment, and classroom implementation. This project focused on designing an upper-elementary inquiry experience that translated concept-based learning theory into a practical, classroom-ready framework.

Instructional Challenge
As inquiry becomes increasingly student-driven, learning can sometimes drift toward disconnected activities or isolated fact collection rather than conceptual understanding and transfer. The challenge was to create an inquiry architecture that preserved student curiosity and voice while supporting systems thinking, interdisciplinary connections, and meaningful conceptual growth. 

Design Strategy
Applied backward design, concept-based inquiry principles, UDL, and visible thinking routines. Developed a five-stage inquiry cycle that guides learners from provocation and investigation through synthesis, reflection, and transfer. The framework incorporated scaffolded thinking tools, formative assessment opportunities, adaptable learning pathways, and embedded teacher facilitation supports.

Learner & Systems Thinking
Learners engage in multimodal investigations, collaborative meaning-making, visual analysis, systems mapping, reflection, and discussion. Learning experiences were intentionally designed to support learner agency while making conceptual understanding, evolving thinking, and transfer visible throughout the inquiry process. 

Evaluation & Iteration
The framework was refined through multiple design reviews focused on conceptual coherence, cognitive load, accessibility, learner navigation, assessment alignment, and teacher usability. Iterative revisions strengthened the balance between student agency, instructional guidance, and opportunities for conceptual transfer. 

Designing Prevention Where None Existed 

Project Context

Displaced and multilingual communities across the Greater Mekong Subregion face rising exploitation through scam operations, unsafe migration, and trafficking networks, yet structured prevention education designed for vulnerable low-literacy and multilingual learners remains scarce. Designed and developed a blended learning prevention program using Storyline eLearning optimized for low-bandwidth delivery, facilitator-led workshops, and printable reference and support resources.(Deployment in progress.)  

Instructional Challenge

Designing prevention education for trauma-affected, low-literacy, multilingual learners across diverse cultural contexts required an approach that was psychologically safe, culturally responsive, and transferable across rapidly evolving exploitation scenarios. The additional challenge was creating a decision-making framework learners could internalize and apply independently in high-pressure, real-world situations without access to additional support. 

Design Strategy

Conducted front-end analysis with NGO stakeholders and designed the original S.C.A.M. decision-making framework (Stop, Check, Ask, Move) to operationalize transferable scam-recognition and protective decision-making skills across evolving exploitation scenarios. 

Blended Learning Experience

Applied trauma-informed and culturally responsive design principles through scaffolded complexity, non-judgmental feedback, mobile-first Storyline interactions, multimodal supports, and psychologically safe scenario-based learning experiences aligned to CEFR B1–B2 learners.

The program combined self-paced scenario-based eLearning with facilitated case-study workshops. Learners first developed foundational scam-recognition skills through guided practice and feedback before applying the S.C.A.M. framework in collaborative discussions, evidence-based case analyses, and community-focused action planning. Together, these experiences strengthened learner confidence, peer learning, and transfer of protective decision-making skills to authentic situations within their communities . 

Evaluation & Iteration

Designed as a scalable blended learning program adaptable across NGOs, multilingual communities, and emerging scam patterns. Iterative revisions focused on accessibility, emotional safety, facilitation effectiveness, learner transfer, and sustainable implementation across diverse community settings.  

Behavioral Learning Architecture & Persona-Based Systems Design

Project Context
Translated a persona behavioral framework into measurable, scalable learning experience that required a rigorous instructional architecture. Led the ID council and served as learning design consultant on the DPD Framework, converting 250+ pages of behavioral source material into a foundational learning architecture including a curriculum map, KSAs, competency progression systems, learner matrix, evaluation pathways, and a complete storyboard and MVP prototype for Module 1. 

Instructional Challenge
Operationalizing abstract behavioral constructs such as Humility, Respect, and Trust into recognizable, applicable workplace scenarios required both a structured competency framework and a narrative-driven instructional architecture that made behavioral transfer feel authentic and relevant across diverse professional contexts. 

Design Strategy
Designed scenario-based learning experiences using the Persona Busters narrative concept within a haunted corporate office environment to ground abstract behavioral concepts in recognizable workplace situations. Learning interactions were intentionally scaffolded through hotspots, scenario choices, card-based tools, and reflective journaling to support behavioral recognition, transfer, collaboration, and progressive mastery across five levels. 

Evaluation & Iteration
Developed the DPD Learner Matrix to translate behavioral constructs such as Humility, Respect, and Trust into observable engagement, collaboration, and learning-transfer indicators aligned to LTEM and Kirkpatrick-informed evaluation pathways. Designed to support longitudinal growth measurement, scalable implementation, and evidence-informed iteration across future DPD modules.