About LDC

In 2015 I earned an M.Ed. in Instructional Design from the University of Massachusetts – Boston, and was employed as a Learning Experience Designer at a major New Hampshire teaching hospital for seven-plus years, serving as the project manager and developer of asynchronous, instructor-led, and hybrid learning for clinical and non-clinical employees.

I strive to utilize data-driven and evidence-informed strategies when designing workplace learning experiences and develop measurable and performance-based learning objectives.
I enjoy collaborating with project stakeholders to resolve workplace performance issues – identifying a gap between current and desired performance – and devising creative, learner-centered, evidence-informed strategies to bridge that gap.

When initially approached with developing a learning experience, I ask:
  • What is the target audience?
  • What is the performance problem?
    • How do you know there is a performance problem?
    • Is there data that we can look at?
  • What is the current state and the desired state of performance?
    • Has anything already been attempted to address this?
      • What was the outcome?
  • Is there buy-in from project sponsors, stakeholders, and C-Suite?
  • What will people be doing differently after completing the proposed learning experience? / What would success look like?
Leaders in the field of learning science that I follow and emulate include:
  • M. David Merrill’s First Principles of Instruction
  • Clark & Mayer’s eLearning and the Science of Instruction
  • Clark Quinn’s book Short Sims,
  • Michael Allen’s CCAF Components of Instructional Activity,
  • Cathy Moore’s book Map-IT and her blog
  • Will Thalheimer’s book Performance-Focused Smile Sheets
  • Patti Shank’s book Practice and Feedback for Deeper Learning
  • Ruth Clarks book Evidence-Based Training Methods.