How do you turn complex science and technology concepts into learning experiences that feel accessible, relevant, and compelling to young people while designing for a cultural context different from your own? The work required more than translating curriculum into a digital format. The learning had to connect scientific ideas with inquiry, storytelling, engineering, and real-world applications while fitting into a larger visitor and learning experience being developed by an international multidisciplinary team.
How can a learning experience make complex ideas feel discoverable rather than intimidating?
I approached the work as an experience rather than a sequence of information. Scientific concepts became starting points for learners to question, investigate, design, and apply what they were discovering.
Narrative and visual storytelling that make complex ideas understandable and memorable.
Opportunities for learners to investigate ideas rather than simply receive information.
Moving from understanding a concept to using it to solve a problem.
Connecting learning to real-world applications so students see where scientific thinking exists beyond the lesson.
Designing with awareness that relevance, examples, language, and context matter — effective international work begins with listening rather than assuming.
The strongest learning experiences do not ask learners to choose between understanding and imagination. They require both.
I collaborated with an international multidisciplinary team to design technology-enabled learning experiences that integrated curriculum, animation, inquiry, engineering design, and industry-connected applications. My role sat at the intersection of learning design and creative production: translating educational goals into experiences that designers, subject-matter experts, and creative teams could collectively bring to life.
The work demonstrated how learning design can operate inside a complex creative-production environment, connecting pedagogy with storytelling, technology, design, and real-world application. It expanded the way I thought about learning products as well: curriculum did not need to sit beside the digital experience — the learning itself could shape the experience.
A learning designer often sits between worlds: educators and developers, subject-matter experts and storytellers, learning goals and user experiences, local context and global teams. The work is to create enough shared language that all of those perspectives can become one coherent experience.