How We Teach
Instructional design that turns explanations into useful action.
Learning designed for real work.
We build lessons around what a person needs to do. A clear explanation begins the work; a decision, a practice task, and useful feedback make it usable. This site is both a public learning resource and an instructional-design portfolio.
Twenty independent course outlines are available, each with a published foundation lesson, plus five deeper lessons. Planned modules are clearly labeled. We do not present the library as twenty completed courses or claim measured learner outcomes that have not been collected.
From a need to a useful result.
Our design cycle follows ADDIE: analyze the learner’s need, design a clear outcome and practice, develop the experience, implement it on the site, and evaluate what should improve. We revisit these steps as the content and evidence change.
Objectives, activities, and assessment should ask for the same skill. If an objective asks someone to make a good decision, a recall-only quiz is not enough. The learner needs a scenario, an explanation of the choice, and a chance to try again.
Thinking beyond recall.
We use Bloom’s revised categories to plan the work: remember, understand, apply, analyze, evaluate, and create. A lesson may begin by defining a term, move to comparing choices, and finish with a small project and an evidence check. The categories guide task design; they are not a mandatory six-step script for every page.
Current course pages include observable goals, a published foundation lesson, three spaced understanding checks, a worked example, a transfer project, an illustrative decision with a revealable response, and a learning plan. The five longer lessons include spaced checkpoints, answer feedback, a final assessment, diagrams, and application tasks. Project reviews ask about clarity, evidence, and usefulness; they are self-reviews rather than an accredited credential.
Portfolio directions for workplace learning.
These are useful next sample types to develop, not a claimed ranking of employer demand.
Employee onboarding
Guide a new employee through a realistic first-week task, with role-specific choices and a job aid.
Software and customer education
Teach one useful workflow, then let the learner solve a slightly different customer problem.
AI literacy at work
Practice drafting, checking evidence, and recognizing when human review is needed.
Process and compliance decisions
Use realistic cases, escalation choices, feedback, and a performance-support checklist.
Access and engagement.
Written explanations stand on their own. Optional videos add perspectives. Light and dark modes, read aloud, keyboard controls, responsive layouts, and reduced-motion support give learners choices. Animated SVGs explain relationships and signal progression; movement should help attention rather than compete with the task.
Design references.
University of Washington Bothell: ADDIE
Carnegie Mellon: aligning objectives, instruction, and assessment