I design learning journeys end to end, and build the games, films and AI tools that bring them to life.
Home Consultants sell flooring in customers’ homes, but their induction was previously a mix of compliance modules and occasional shadowing. I designed a three-month induction to run alongside probation, combining online learning, time on the road and fortnightly manager check-ins.
51% → 73%home visit app usage after the induction’s app training rolled out
As an LXD in a lean team, I’m responsible for the full learning journey from identifying the problem to measuring whether the solution worked. That means working out where the gap is, talking to SMEs and the people doing the job, shaping the learning approach, designing the experience and creating the learning and creative assets myself.
I work closely with stores throughout the process, then build and manage the finished learning in the LMS, plan the launch communications and campaigns, and track what happens afterwards. I share participation, assessment and learner data with SMEs and use it to work out what needs improving next.
The examples below are just some of the learning journeys I’ve designed and managed end-to-end.
Home Consultants visit customers at home in a mobile showroom van, so there’s a lot to learn: selling in someone’s living room, driving safely, taking payments on the road and keeping on top of company tech.
Their training was a couple of compliance modules and some sporadic shadowing. The business wanted a proper induction, and my aim was to give new starters a clear path through their first few months while leaving room to tailor it to each person.
I worked closely with the Director of Home Visits, shadowed Home Consultants on the road and spoke to people across the business. I also used customer NPS feedback to find where the service was falling short, and looked at what colleagues were asking our internal AI learning assistant, Barkly, to spot gaps in their knowledge. That kept the training focused on real gaps rather than everything someone might need to know.
A three-month induction that runs alongside probation. Online modules cover the home visit, selling, dress and toolkit, the mobile showroom, safe driving, the home visit app and card readers. They link back to the knowledge base I manage and to Barkly, so learners can find answers between appointments.
Alongside the modules, learners complete tasks in store, shadow colleagues and fitting partners, go on ride-alongs with their managers and attend external software training.
The biggest change was fortnightly manager check-ins, which hadn’t existed before. The learner completes a checklist and a short reflection, and their manager signs it off in their one-to-one.
Your fortnightly check-in
What’s gone well so far, and what would you like more help with?
Seeing a floor being fitted made it much easier to explain to customers. I’d like more practice with the home visit app before I run my own diary.
Managers get a clear picture of where each new starter is, learners get a regular chance to flag anything they’re unsure about, and there’s a record of the support they’ve had. A week-by-week map and guide tells managers what needs to happen and when.
I built all of the content myself: e-learning in Storyline and Rise, videos filmed and edited in Premiere Pro with my own voiceovers, and illustrations in Illustrator. I coded the games and interactions with Claude, published everything to LearnUpon as SCORM, and track learning and store metrics in ThoughtSpot.
I was given the problem and designed the solution from the ground up. I worked with SMEs across the business, including the Director of Home Visits, Director of Sales and Head of Operations, put forward the plan, got it approved and led the pilot.
The pilot showed how much the store manager shapes the experience. Confident, engaged managers followed the plan to the letter and got their new starters over the line. In busier stores, or where managers were less engaged with the Academy, learners took longer. If I ran it again, I’d build in a personalised one-to-one induction with each store manager from the start.
The journey is now rolled out company-wide, and every new Home Consultant joins it automatically. The next phase is training stores: working closely with store managers who model great inductions, so every new starter gets a personal and intentional first few months.
Product Knowledge is a three-tier programme (Essentials, Advanced and Master) made up of five learning journeys across carpet and hard flooring. I designed the structure so experienced colleagues don’t have to repeat learning they already know: a pre-assessment lets anyone scoring 70% or more skip straight to the final exam.
I also built a pre-assessment tool with Claude that uses each learner’s answers to identify the modules they should revisit before taking the exam, creating a more personalised route through the programme.
At Master level, I moved the assessment beyond a traditional test. Learners complete a store improvement project and take part in in-store observations, giving them a chance to demonstrate that they can apply the knowledge in practice.
Alongside Product Knowledge, I’ve designed learning journeys for future store managers, concession stores, company induction, finance, compliance and leadership. These range from structured programmes with multiple stages and assessments to more focused learning for a specific business need.
I turned our company knowledge base into a series of refresher games, giving colleagues a reason to come back to key learning long after the course ends. They’re designed to make revisiting knowledge feel more like playing a game than completing another module.
3rdThe Arcade, my library of learning games, is now the 3rd most-visited page on the company intranet
I wanted colleagues to keep their flooring knowledge fresh long after their training had finished. Courses typically end with a confidence quiz, which works well enough for checking knowledge at the time, but there was no real reason for anyone to come back to it later.
Carpet Dash is an endless runner built around the same 80+ question bank as the course quiz. When you run into an object, you spin a fate wheel which decides how many questions you’ll face (from one to five in a row) with 20 seconds to answer each one. After every question, you get the reasoning behind the answer, so even getting something wrong becomes a chance to learn.
It runs as a SCORM 1.2 package in LearnUpon, and I can also export interaction reports to see which questions people are struggling with most.
Word of the Day is a daily flooring word puzzle built into our company knowledge base. Each word comes with a hint, so it takes less than a minute to complete but gives people a reason to check back the next day.
Cyber security crossword is another game in the Arcade, built to help colleagues learn the terms they need to recognise a scam.
I designed the visual assets, branding, game mechanics, difficulty curve and question structure, then coded both games with Claude. Getting Carpet Dash to reliably report completion in the LMS was probably the trickiest part, particularly working through the SCORM details around score scaling and exit states.
Store staff are busy, so the games that work are quick to finish and sit right on the intranet homepage rather than inside a course. The trickiest part technically was leaderboards: getting scores out of the SCORM files and into a private database that could hold them. That’s now solved.
Next, I want to build one overarching leaderboard for all of our quick, passive learning activities, using single sign-on so every completion counts towards each person’s training record.
Both games are recreated for this portfolio with a new visual design and characters. The originals were built for Tapi: Carpet Dash as a SCORM package in LearnUpon, and Word of the Day in the company knowledge base.
Barkly is an internal AI learning assistant that answers from the company knowledge base I manage. I created his identity and branding, worked with my team and Quiq on the prompts that shape how he answers, and drew and animated the film that launched him.
Colleagues can ask Barkly a question in plain language and he fetches a short, summarised answer from our company knowledge base, with links back to the original articles if they want to dig deeper.
He started out as an expert in product knowledge and is gradually learning more topics as the knowledge base grows.
Barkly is built on Quiq’s AI platform. I gave him his name, personality and look, and worked with my team and Quiq on the prompts that guide how he responds, keeping answers short and friendly while pointing people back to the source article rather than giving them a wall of text.
Barkly references a wiki I manage with 500+ articles covering company knowledge, processes and SOPs. Keeping that content accurate is a project in itself: I work with subject matter experts to make sure articles are reviewed, verified and updated as things change, so Barkly is always working from reliable information.
I’ve also had to learn how to write and structure content with the LLM in mind, making information clear, consistent and easy for it to find and interpret, rather than just writing for a human reader. This has changed how I approach both creating new articles and editing existing ones.
Because I manage both the knowledge base and the AI that sits on top of it, the two feed into each other. Barkly’s conversations show me what people are asking, where the knowledge base is missing something, and what content I should create or update next.
I built a live database in Claude that references the wiki content and tracks review dates, with a button that sends review links to the relevant SME when an article is due to be checked. This gives me a much more manageable way to keep 500+ articles under review, while making sure the content Barkly is drawing from stays current.
To introduce Barkly across the business, I created a 40-second launch film showing who he is, how to ask him a question and where to find him.
I came up with the concept, drew Barkly and the other assets, designed the layouts and typography, then animated and edited the whole thing. It launched internally and was also shared on LinkedIn.
Writing for an AI changed how we write everything. Barkly understands content best when each paragraph opens with a clear leading sentence and follows a consistent structure, so we now use a template for every article.
The bigger challenge was people, not technology. There was real scepticism about AI among store staff, so we leaned on SMEs and heads of department we work closely with to champion him. Next time, I’d involve stores from the start and be upfront that a new AI assistant won’t know everything on day one: the more questions people ask, the more he learns.
Every project starts with who the learner is, not what the content is. This is the process and learning theory behind my work, shown step by step through a course I designed at an Ofsted Outstanding SEND school.
Before I think about content, I work out who the learners are: what they already know, what gets in their way, what motivates them and how much time they really have. Those answers shape everything that follows, from the learning outcomes to the format, the pace and how I measure whether it worked.
I design for access from the start. Videos have narration where it helps, plus captions or a transcript. I write in plain language and break content into manageable chunks, courses work with a keyboard, and there’s always more than one way in, such as a PDF version of a video or an audio version of text.
The steps below show that process in detail, using one project as a worked example.
An induction course for teaching and support staff at an Ofsted Outstanding SEND school, showing them how to use the school’s Media Zone equipment to support students with creative, project-based work. I designed and built it from start to finish while completing my HND in Digital Learning Design (Distinction, 94%), following ADDIE with most of the effort in analysis.
These are the planning documents I made for the course. Click any of them to see it larger.
All 60+ staff completed the course, and I went on to onboard more than 120 students across the whole school and teach them to use the equipment. As teachers grew confident with the kit, video, podcasting, digital drawing and design became a core part of how projects were built across the school.
By the time I left, every teacher could use the Media Zone confidently, and the school had a culture of creativity that hadn’t existed before. The Media Zone was also written about in The Bridge, the school’s adult learning journal on best practice in SEND.
Every screen used the same colour for each area of the Media Zone, so staff could tell at a glance which kit belonged where. Click a screen to see it larger.
Alongside my learning design work, I’ve made training films for construction, community health and education, often taking them from script through to animation and the final edit.
Alongside designing learning, I shape how it’s governed, rolled out and measured across the business.
I manage 250+ SOPs and work with around 30 SMEs, from directors to heads of department, to keep content accurate. I built a Claude-powered database with custom review dates so I can see what’s due, what staff and Barkly can draw on, and where we’re missing content.
As part of a three-person L&D team, I help shape the learning roadmap and deliver learning across 1,500+ colleagues. I also led the redesign of the Home Consultant induction, working directly with directors and teams across the business.
At Gesher, I led a team of three, the media budget, makerspace and equipment, and delivered whole-school training. I also edited The Bridge, the school’s adult learning journal, working with around seven external academic and learning professionals.
I’ve championed new tools and ways of working through mentoring, workshops and hands-on support. At Tapi, I’ve helped grow engagement with both the Arcade and Barkly, including a 2.5× increase in Barkly conversations.
I started my career in film production, where I learned to think about how people experience a story: what they need to know, what they need to see, and what can be left out. That thinking has shaped my work ever since, from freelance video in Australia, through a construction company’s training team, UK television, an Ofsted Outstanding SEND school and now a national retailer.
Today, I design end-to-end learning journeys, create the learning and creative assets that bring them to life, and use AI to build more interactive ways for people to learn. Alongside my work, I’m studying how technology can make learning more engaging and accessible for people who learn differently.
Experience8+years in learning design roles, across schools and workplace L&D
Carpet rolls keep coming, faster and closer together. Trip over one and a fate wheel sets the stakes: answer correctly and Rover gets back up.