By Portia East, Learning Designer
When I signed up for a professional diploma in digital learning design, I was hoping to sharpen my skills and improve the experiences I build for learners. What I didn’t expect was just how much it would shift my mindset, boost my confidence and reshape the way I approach learning design altogether.
With over 10 years’ experience in instructional design (the what, why and how of learning), visual design has never really been my strongest suit. But the diploma challenged me to think bigger: to prototype a course from scratch, think deeply about the full learner journey, and bring together everything from learning personas to rollout plans and evaluation.
Here’s what I learned along the way.
One of the biggest shifts was learning how to truly design for the learner – not the content, not the business, not even the SME. Creating personas like Sheila, a busy debt collection agent balancing work and home life, taught me how empathy can lead to better learning.
I started asking: What does Sheila need to succeed? What’s going to help her in the moment she needs it most?
Backed by adult learning theory and constructivist principles, this approach moved me from creating generic content to purposeful learning experiences that actually connect.
Takeaway: The more you understand your learners, the more relevant (and helpful) your learning will be.
Before the diploma, I sometimes saw learning objectives as a bit of a formality. But learning how to use Bloom’s Taxonomy with the ABCD model made me rethink everything. Each outcome became a building block – from basic knowledge to application, reflection and analysis.
It gave structure to the content. More importantly, it gave purpose. If I couldn’t link something to an outcome, it didn’t belong.
Takeaway: Good objectives are the foundation of clear, measurable and focused learning.
One of my favourite things to explore was modular design, especially for time-poor learners. I built small, focused learning chunks that worked on their own or as part of a bigger journey. Using microlearning, reflective prompts and branching scenarios, I could support real behaviour change step by step.
I leaned heavily on cognitive load theory and research around attention spans in busy working environments. It wasn’t about making things shorter, but sharper.
Takeaway: If it’s not useful, relevant or clear, it’s probably not helping.
Before the diploma, my process was intuitive. Now, I build with intention.
Scoping documents, wireframes and detailed screen plans helped bring my ideas to life. It also made it easier to collaborate with SMEs and stakeholders. When I moved into prototyping in Articulate Storyline, it felt seamless.
I used features like flip cards, decision-based branching and sliders to support real thinking – not just clicks. These weren’t just bells and whistles. They were chosen to deepen engagement, reinforce compliance and encourage active learning.
Takeaway: The tools should serve the learning, not the other way around.
The course didn’t stop at design. I had to think about how to launch and measure the learning too. What happens before the course? How do learners find it? What support do they need afterwards?
I looked at platforms, mapped stakeholders, built job aids, and explored ways to encourage engagement – from manager shout-outs to gamified nudges. I also learned to embed inclusion from the start, using Universal Design for Learning (UDL) and User Experience Design for Learning (UXDL) principles.
When it came to measuring success, I looked beyond smile sheets and built a plan using Kirkpatrick, Kaufman and analytics.
Takeaway: Great learning isn’t just well-designed – it’s well-launched, well-supported and well-evaluated.
- Start every project with learner personas
- Use Bloom’s and ABCD for clear outcomes
- Build modular, focused chunks of learning
- Design with intention (and documentation!)
- Think about the before, during and after of learning.
This diploma didn’t just make me a better learning designer – it made me a better advocate for learners. I now have a clearer process, more confidence in my design choices, and a toolkit full of strategies to build learning that actually works.
If you’re considering the diploma in digital learning design, here’s my advice: do it. It’ll stretch you, challenge you and change how you see your work. And that clarity? It’s worth every click.