01
Evidence before content
I validate the need and distinguish a skills gap from barriers caused by tools, processes, access, or unclear expectations.
My learning & development practice
How I design
learning that works.
I use ADDIE as the structure for my work, but I do not treat it as a paperwork exercise. I start by understanding the performance need, design for the people who will learn, build with their participation, and evaluate what changes after the learning.
01
My design philosophy
Understand first. Design with people. Improve with evidence.
My approach is learner-centred and outcome-led. I want every learning intervention to solve a defined need, make participation possible for a diverse group, and give learners a meaningful opportunity to practise.
I do not begin by asking, “What course should we create?” I begin by asking, “What needs to change, for whom, and what is preventing that change today?”
02
Inclusion from the start
I build flexibility and accessibility into the design, rather than expecting learners to request every adjustment after a course is finished.
03
Practice with purpose
I use relevant decisions, scenarios, reflection and feedback so learners can apply what they learn beyond the training room.
02
ADDIE as my working framework
A disciplined process, with participation throughout.
ADDIE gives me a clear sequence from understanding the need to improving the solution. I use the stages iteratively: what I learn during development or delivery can send me back to refine the analysis or design.
Analysis begins with Training Needs Analysis (TNA). I look for the gap between current and required performance, identify who experiences it, and investigate its causes before deciding whether training is the right response.
A
Analyse · TNA first
I diagnose the need before recommending a learning solution.
I explore needs at three connected levels: organisational priorities; the tasks, roles or competencies required; and the individual learner's current capability and context. I combine available performance data with stakeholder interviews, learner conversations or focus groups, observation, diagnostic assessments, role analysis, and review of existing learning provision. I also identify non-training barriers such as inaccessible systems, missing tools, unclear processes, or lack of opportunity to practise.
What I produce: a TNA summary, learner profiles, prioritised competency gaps, root-cause view, accessibility considerations, and a clear recommendation on whether training is appropriate.
D
Design · outcomes, inclusion and engagement
I design the learning journey around clear outcomes and different ways to participate.
I write intended learning outcomes using Bloom's Taxonomy and choose observable verbs that match the level of performance required. I align each outcome with content, practice and assessment. I apply Universal Design for Learning (UDL) so learners have multiple means of engagement, representation, and action and expression. To support engagement, I use purposeful gamification—such as meaningful challenges, choice, progression, scenario-based decisions, immediate feedback, and recognition—when these elements strengthen the learning rather than distract from it.
What I produce: Bloom-aligned outcomes, an outcome-to-assessment map, learning pathway, storyboard, accessible activity plan, and assessment design.
D
Develop · build with learners, not only for them
I use participatory development to make materials relevant and usable.
I work with subject-matter experts, facilitators, project teams, and people who represent the intended learner group. Where possible, I involve learners—including persons with disabilities—in reviewing examples, language, activities, prototypes, and assessment instructions. I build a first version, test it with users, gather feedback, and refine it. I check plain language, cultural relevance, accuracy, accessibility of documents and digital materials, assistive-technology compatibility, and consistency between outcomes and assessments.
What I produce: validated learner materials, facilitator guidance, activities, assessments and answer guidance, accessible formats, and a quality-assurance record.
I
Implement · facilitate participation
I create conditions for active learning and supported application.
I prepare facilitators, confirm access arrangements, and make sure the venue or platform is ready. During delivery, I use participatory methods such as case discussions, demonstrations, individual and group practice, peer learning, reflection, learner choice, and structured feedback. I check understanding during the session, invite learner voice, and adapt pacing or support where needed. I also capture delivery issues so the next iteration is better.
What I produce: facilitator briefing, delivery and accommodation plan, learner feedback, participation record, and implementation notes for improvement.
03
Evaluation · Kirkpatrick
Measure beyond attendance.
I use Kirkpatrick's Four Levels to evaluate learning from the learner's experience through to wider results. I plan the evidence before delivery, so the evaluation is connected to the outcomes and the purpose of the programme—not added as a satisfaction form at the end.
Level 1 · Reaction
How did learners experience it?
I explore whether the learning felt relevant, clear, engaging, respectful, and accessible. I also invite learners to identify what helped or made participation difficult.
Level 2 · Learning
What did they learn?
I check progress against the intended outcomes through pre- and post-assessments, knowledge checks, demonstrations, work samples, or practical tasks—not attendance alone.
Level 3 · Behaviour
Are they applying it?
I follow up after learners return to their work or learning context. I look for evidence of changed practice through observation, work products, learner reflection, or feedback from managers, mentors, or partners.
Level 4 · Results
What wider difference is visible?
I connect learning to the programme or organisational results it is intended to support—for example, stronger job readiness, improved service quality, progression, retention, or more inclusive workplace practice.
How I use the findings. I review evidence with the relevant stakeholders, identify what worked for whom, and agree what should be maintained, adapted, or tested next. Evaluation should inform the next cycle of analysis and design, so ADDIE remains a continuous improvement process.
The next page applies this approach to a short, interactive learning experience on freelancing opportunities.
Open the freelancing course