Design for the decision, task or performance that follows.
A resource can be accurate and still be difficult to use. Dense source material, hidden assumptions and weak information structure make it harder for people to learn, locate what matters and act with confidence.
I work from the required performance backwards. That means understanding the audience, the context in which the resource will be used and the decisions or actions it needs to support. Subject-matter integrity remains central throughout.
Resources can include
- Learner guides, facilitator materials and contextualised teaching activities
- Quick-reference guides, checklists and decision aids
- Worked examples, models, glossaries and language scaffolds
- Plain-English adaptations of specialist or regulated information
- Onboarding and professional capability resources
- Review and redevelopment of existing learning content
The design process
I clarify the intended outcome, examine the source material and identify the knowledge and language demands that could impede understanding. Content is then structured around the user’s task, with examples and scaffolds added where they support transfer into practice.
Drafts are checked for accuracy, usability, accessibility and fit with the delivery context. Where subject-matter review is required, the resource is designed to make that review efficient and specific.
What good looks like
The finished resource should help the intended audience find the right information, understand why it matters and use it appropriately. Clear language is part of that result, but so are sound sequencing, purposeful examples and a visible connection to real work.