Goal: The objective of this scenario-based e-learning module was to support recent graduates in developing essential emotional intelligence (EI) skills such as, self-awareness, self-regulation, motivation, empathy, and social skills, so they can adapt to workplace dynamics, manage stress, and build stronger professional relationships.

Problem: Although recent graduates are academically prepared, they often lack the EI skills necessary to succeed in the workplace. At the non-profit where I worked, program leaders observed that many graduates struggled with teamwork, conflict resolution, and adapting to workplace stress. Without these skills, their professional growth and confidence were hindered. 

Solution: To address this challenge, I designed and implemented an interactive, scenario-based e-learning module. The course included gamified progress tracking, empathy mapping, formative assessments, and a final “choose your own adventure” branching scenario where learners practiced EI skills in workplace simulations. Using Articulate Storyline 360, I created engaging activities with immediate feedback that allowed learners to experiment with EI strategies in a safe environment. 

Results: The module was piloted with 30 recent graduates. Results showed:

• Significant knowledge gains, with assessment scores increasing from an average of 73% to 98%.

• High engagement and satisfaction, with learners rating the experience 4.4/5 for relevance, interactivity, and applicability.

• Practical impact, as participants reported greater confidence in managing workplace conflicts, collaborating with peers, and applying EI strategies in real situations.

Tools: Articulate Storyline 360, Reach 360 LMS, MindMeister (storyboarding), Excel, Canva, Google Slides, PowerPoint.

Goal: The objective of this interactive e-learning experience is to empower project leaders at G.C. non-profit organization with the essential skills and strategies necessary to effectively solicit donations. 

Problem: G.C. had been struggling to raise necessary funding to support their partner projects due to ineffective fundraising efforts. 

The executive director of G.C. asked me to help resolve this problem. Upon interviewing the executive director, board members and project leaders, it was determined that all of G.C funding sources have become redundant and excessively dependent on the same avenues. Additionally, it was discovered that project leaders were not actively seeking donations from individual donors, which contributes for 80% of donations in typical non-profits. Their reluctance to approach potential donors stemmed from a lack of confidence in their abilities and a deficiency in effective fundraising tactics. 

Solution: To address the challenge of soliciting donations effectively, I proposed an engaging and interactive e-learning experience. By interviewing fundraisers and researching donor behaviors we developed  a scenario based e-learning experience which provides practical  strategies and insights to establish meaningful connections with potential donors and effectively communicate the impact of their organization's work. Through the interactive scenario, participants will learn the importance of making personal connections with donors, uncovering their philanthropic interests, and tailoring their approach to align with each donor's unique motivations. 

Results: This elearning experience, provides participants with the confidence, communication skills and strategies necessary to solicit donations effectively and cultivate ongoing donor relationships. 

Tools: Articulate Storyline 360, Google Slides, Powerpoint, Canva, Adobe Illustrator, Mindmeister

Goal: This course is designed to equip parents and caregivers with the necessary knowledge and skills to confidently transition their baby from milk to solid foods, ensuring a healthy start to their dietary journey. 

Problem: Many parents face challenges when introducing solids, such as determining the right time, selecting appropriate foods, and managing common feeding issues. This can lead to anxiety and uncertainty, impacting both the baby’s nutrition and the parent-child relationship during meal times. 

Solution: We developed an interactive e-learning course that provides a step-by-step approach to starting solids. Utilizing current research and expert advice, I incorporated an interactive drag-and-drop activity that not only makes learning fun but also educates parents on the nutritional benefits and serving strategies for various nutritious foods. This engaging course format allows parents to explore new textures and flavors through practical strategies and insights, helping them understand their baby’s nutritional needs. 

Results: This elearning experience, provides participants with the confidence, communication skills and strategies necessary to solicit donations effectively and cultivate ongoing donor relationships. 

Tools: Articulate Storyline 360, Google Slides, Powerpoint, Canva, Adobe Illustrator, Mindmeister

Goal: The session was designed to support adult ESL learners in understanding professional email structure, tone, and clarity, while providing opportunities to practice applying these skills in realistic workplace scenarios during a live Zoom session.

Problem: Many adult ESL learners understand basic email etiquette but struggle to apply appropriate tone, structure, and clarity in professional workplace communication. Differences in language conventions, informal digital habits, and uncertainty around workplace norms can result in emails that sound unclear, overly casual, or unintentionally inappropriate. In virtual learning environments, learners also benefit from real-time explanation, discussion, and feedback that self-paced materials alone may not fully provide.

Solution: To address this challenge, I designed and facilitated a live virtual lesson using Zoom, supported by a structured PowerPoint presentation. The session combined short instructional explanations with interactive discussion, guided questioning, and practical examples of professional and unprofessional workplace emails. Learners were encouraged to analyze sample messages, identify language and tone issues, and collaboratively revise informal emails into workplace-appropriate communication. Throughout the session, I adapted pacing and facilitation based on learner responses and provided real-time clarification and feedback to support comprehension and application.

Results: This sample session demonstrates my ability to facilitate live, instructor-led learning for adult ESL learners by creating an engaging and supportive virtual environment that encourages participation and applied practice. The session reflects effective instructional presence, clear communication, and the ability to adjust facilitation strategies to meet learner language needs. It also highlights my ability to translate instructional design into real-time delivery while reinforcing learning through discussion, examples, and immediate feedback.

Tools: Powerpoint, Canva,  Zoom, Mindmeister

Note: Sample instructor-led lessons created for a fictitious learning organization, Canadian Learning Institute.

Goal: The goal of these instructor-led lesson samples was to design engaging, age-appropriate English language lessons for elementary-level learners, supporting early English language acquisition through clear visuals, repetition, guided practice, and instructor-led activities in both virtual and classroom settings. These samples were designed to demonstrate how presentation-based instruction can be intentionally structured to actively support learning, rather than function as passive slide content

Problem: Early English language learners often struggle when instruction relies heavily on text, abstract explanations, or inconsistent lesson structure. Without intentional design, slide-based lessons can become instructor-centred, limit learner participation, and overwhelm students with cognitive load, particularly in virtual environments where attention and interaction are more difficult to sustain.

Solution: To address these challenges, I designed two instructor-led PowerPoint lesson samples that apply instructional design principles to support both learners and facilitators. The lessons were structured to maintain a clear instructional focus, introduce one concept at a time, and reinforce learning through visual cues, repetition, guided oral practice, and instructor-led interaction. Activities such as games, matching, ordering, and call-and-response prompts were embedded to encourage active participation, while a simple and consistent lesson flow was used to reduce cognitive load and support effective facilitation. Slides were intentionally designed as teaching aids, with the instructor guiding discussion, modelling language, and facilitating practice rather than reading directly from the screen.

Results: While these samples were created as portfolio artifacts, they demonstrate strong alignment between lesson objectives, instructional activities, and visual design. The lessons reflect a learner-centred approach that encourages participation and verbal practice, while also providing facilitator-ready materials that support instructional consistency and reduce preparation time. Overall, these samples demonstrate effective application of instructional design principles in instructor-led learning contexts, complementing my work in self-paced e-learning.

Tools: Powerpoint, Canva, Mindmeister

Note: Sample instructor-led lessons created for a fictitious learning organization, CLI.