Instructional Design
My process:
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Flexibility is at the heart of my instructional design process. With over 20 years of experience as an educator, I’ve learned that every learning initiative is unique—driven by the specific needs of the company, the goals of the project, and the diversity of the learners. My approach begins with analyzing the needs, identifying gaps, and aligning objectives with meaningful learner experiences. I also recognize that the process must adapt based on the level of collaboration involved. When multiple stakeholders contribute to a project, clear, proactive and consistent communication becomes essential. By assessing the context and the team dynamics up front, I can determine the most effective process for creating engaging, goal-driven learning solutions.
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Design Process: Recognizing Suicide Risks Course
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For the Recognizing Suicide Risks training module, I followed the ADDIE model to guide the design and development process. This project was created for a ministry with which I have personal experience, and I recognized the need for training that would help staff identify and respond appropriately to warning signs of suicide. Because I worked independently rather than with a design team, ADDIE provided a clear framework to ensure each phase—from analysis to evaluation—was intentional and aligned with the organization’s goals.
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During the Analysis phase, I identified the specific performance gaps and learning needs within the ministry. I collaborated closely with the organization’s counselor to ensure that all content was accurate, sensitive, and aligned with best practices in suicide prevention.
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The Design and Development phases were highly iterative while designing the storyboard and developing the content. Although ADDIE is often viewed as a linear model, I moved fluidly between analysis, designing and developing—refining content, visuals, and interactions based on ongoing feedback from the counselor and test users. This allowed the final course to be both engaging and deeply relevant to the learners’ real-world experiences.
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The completed module includes scenario-based learning, interactive elements, and practical application opportunities that help participants build confidence in recognizing and responding to suicide risk factors within their ministry work.
Design Process: Pharmacy Benefit Denials Course
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For the Pharmacy Benefit Denials training module, I followed a modified version of the ADDIE model to guide the design process. This Rise course was developed in collaboration with a pharmacy benefits consultant who identified the need for member service representatives (MSRs) to better address common claim denials. Together, we analyzed the most frequent denial types, categorized them, and determined the actions MSRs could take to help members resolve issues quickly and accurately.
Rather than beginning with a traditional storyboard, I started by creating a prototype to visualize the course flow, tone, and interactivity. This approach allowed for early feedback and adjustments before full development. Once the prototype was approved, I completed the storyboard and finalized the course design. The development phase was efficient due to the groundwork established during prototyping and the streamlined nature of Articulate Rise.
The result was a practical, scenario-based course that empowers MSRs to handle common claim denials confidently and provide a more positive member experience.