Design Approach

I design for the person who will actually be doing the work — usually mid-task, under time pressure, with something else already demanding their attention.

Soldiers

✳︎

Nurses

✳︎

Professors

✳︎

Technitians

✳︎

6-Year-Olds

✳︎

Crews

✳︎

Soldiers ✳︎ Nurses ✳︎ Professors ✳︎ Technitians ✳︎ 6-Year-Olds ✳︎ Crews ✳︎

Understanding the Need

Every project starts by finding out what the person has to do, where it goes wrong, and what makes it hard in practice. That shapes everything after it.

Some projects need clear information delivered well. Others need something else entirely, and the first job is telling the difference.

Beyond The Learner-Facing Piece

Design documentation, implementation and communication materials, instructor-facing resources — the artifacts that keep a program consistent when someone else has to run it.

What I build

Scenario-based learning, serious games, mini-games and embedded game components, simulations, branching decision work, and the sequencing and scripting underneath them.

I design situations with real decisions in them and consequences that follow, because those are what people carry out of a training and into the job.

AI-Assisted Workflow

I use AI where it adds leverage—source analysis, concept development, visualization, interface prototyping, custom development, and iteration. I treat its output as material to examine, not a decision to accept.

I verify source fidelity, accessibility, and instructional intent, document material changes, and retain responsibility for the final design and release.

What I don’t Build

Points, badges, and leaderboards. They reward accumulation rather than judgment, and they measure the wrong thing.

I have designed without them for professors, for soldiers, and for six-year-olds, and none of them needed the score.