how I design learning
I design learning experiences the way children learn best—through play, exploration, and iteration.
My approach blends learning science with creativity and real-world application, creating experiences that invite learners to think, build, test, and discover.
The framework
1. Start with a problem
The International Spy Museum sought to expand its reach with schools by developing programming that more directly supported STEM learning in the classroom.
While existing programs focused on history and geopolitics, there was a clear opportunity to design experiences aligned with NGSS engineering standards, inviting students to engage with
The International Spy Museum sought to expand its reach with schools by developing programming that more directly supported STEM learning in the classroom.
While existing programs focused on history and geopolitics, there was a clear opportunity to design experiences aligned with NGSS engineering standards, inviting students to engage with espionage through a STEM lens.
To meet this need, I designed an immersive learning experience for grades 3-5 rooted in a real-world engineering challenge: Project Azorian, a CIA mission to recover a sunken Soviet submarine from 5,000 meters below the ocean's surface.
2. Design for play & story
To bring the challenge to life, students were invited into the role of engineers tasked with solving a high-stakes, real-world problem.
Using narrative, video, and sound design, I created an immersive scenario that introduced urgency, context, and purpose. Students weren't just learning about engineering, they were actively participating i
To bring the challenge to life, students were invited into the role of engineers tasked with solving a high-stakes, real-world problem.
Using narrative, video, and sound design, I created an immersive scenario that introduced urgency, context, and purpose. Students weren't just learning about engineering, they were actively participating in a mission, engaging both emotionally and intellectually with the challenge.
3. Hands-on exploration
Students worked in teams to design, build, and test a scaled prototype capable of recovering a submarine from the ocean floor.
Using a variety of craft materials and building tools, learners:
- prototyped solutions
- tested their designs
- refined their approaches base on results
This hands-on process transformed abstract engineering concepts into tangible, meaningful problem-solving experiences.
4. Embrace iteration
Iteration was central to both the learner experience and the design process.
Students engaged in cycles of testing and refinement as they improved their prototypes. At the same time, refininf elements stuch as materials, constraints, and instructions based on real user feedback.
This iterative approach ensured the experience was both chall
Iteration was central to both the learner experience and the design process.
Students engaged in cycles of testing and refinement as they improved their prototypes. At the same time, refininf elements stuch as materials, constraints, and instructions based on real user feedback.
This iterative approach ensured the experience was both challenging and accessible, while maximizing engagement and learning outcomes.
5. Real learners
The experience was designed for upper elementary learners (grades 305) across diverse school settings.
I initially:
- tested with students of varying ages, abilities, and learning styles
- structured team-based collaboration to support shared problem-solving
- designed flexible materials and entry points to ensure accessibility
This ensured th
The experience was designed for upper elementary learners (grades 305) across diverse school settings.
I initially:
- tested with students of varying ages, abilities, and learning styles
- structured team-based collaboration to support shared problem-solving
- designed flexible materials and entry points to ensure accessibility
This ensured the experience was adaptable, inclusive, and effective across a wide range of learners.
6. Scale & impact
The final product was implemented as part of the museum's field trip programming, reaching thousands of students annually through both in-person and digital formats.
To support consistent, high-quality delivery, I:
- developed educator-facing materials and implementaiton guides
collaborated with media specialists to create scalable content (
The final product was implemented as part of the museum's field trip programming, reaching thousands of students annually through both in-person and digital formats.
To support consistent, high-quality delivery, I:
- developed educator-facing materials and implementaiton guides
collaborated with media specialists to create scalable content (video, audio, narrative assets)
- designed the experience for repeatable use across multiple groups and facilitators
The result was a scalable, stnadards-aligned learning product that expanded the museum's reach and deepended its relevance for schools.
IMPACT
- Increased alignment with NGSS engineering standards
- Expanded the museum's appeal to STEM-focused school programs
- Engaged thousands of students annually in hands-on, team-based engineering challenges
- Created a replicable model for integrating story, play, and real-world problem-solving into informal learning environments