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.