Interior Design
Learning Program
An asynchronous post-secondary learning journey built through deep collaboration and creative design thinking - to fostering creativity, confidence, and professional growth in aspiring designers.
As a part of this two-year diploma program delivered over four semesters, I contributed to the development of four fully online courses for Semester 2, 3 and 4. The courses were designed for students across Quebec and Canada, with a focus on professional skills building in technically intensive areas such as 3D drawing, architectural principles, project presentation, and professional portfolio development.
Each course was developed in close collaboration with subject matter experts (SMEs), program coordinators, and academic stakeholders to ensure alignment with industry standards and ministerial competencies.
The brief & context
The problem this program was designed to solve
THE CHALLENGE
Bridging creativity and professional practice
Aspiring interior designers often develop strong aesthetic instincts but struggle to translate them into professional-grade work, client communication, and project confidence. This program was designed to close that gap through structured experiential learning.
MY ROLE
Lead learning experience designer
Designed the full learning journey from needs analysis through delivery — working closely with subject matter experts in interior design to ensure professional authenticity alongside pedagogical rigor.
Learning strategy and design rationale
Why this program is structured the way it is — and the thinking underneath it
To ensure consistency, quality, and alignment with academic and industry standards, I followed a structured instructional design and development framework composed of five key phases.
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At this phase, an initial deep-dive session is conducted with the SMEs to co-develop the instructional framework and the weekly working sessions. Key activities include defining learning objectives, clarifying program competencies, and identifying learner needs. The outcome would be a roadmap, outlining processes, timelines and deliverables.
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During this phase, I develop the pedagogical structure of the course using the course blueprint and the program competencies. This includes defining module structure, instructional strategies, learning activities and assessment methods, ensuring alignment between objectives, activities, and evaluations. The outcome of this phase is a course design validated by the SME.
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During this phase, the source raw content is analysed and transformed into structured learning materials. This includes scriptwriting, development of instructor-led content, designing interactive activities (e.g., using D2L templates), and design of assessments and supporting resources. This pahse is iteratively conducted in collaboration with the SME to ensure both academic rigor and pedagogical flow. The outcome is fully developed course materials ready for review.
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This phase involves a systematic review of the course to ensure pedagogical coherence and content validity. Quality assurance checks include clarity of instructions, consistency across modules, alignment with learning objectives, and compliance with institutional and accessibility standards. QA is conducted by both the Instructional Designer (ID) and the SME. The outcome is a validated, quality-assured course ready for deployment.
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In the final phase, the course is integrated into the Learning Management System (e.g., Brightspace). This includes final testing, content deployment, and coordination with academic teams for course delivery. Post-launch testing and feedback is also collected to inform continuous improvement. The outcome is a successfully deployed course with mechanisms for iterative improvement.
Learning architecture
How the framework was applied across four progressive phases
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CONNECTION
Learners enter through stories, real client scenarios, and studio case studies that explain the why before the what.
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EXPLORATION
Repeated practice loops — sketching, sourcing, presenting — expose learners to new contexts and build adaptive skill.
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R
Click below to view project highlights and instructional media.
AGENCY
Learners make real design decisions with visible consequences — critiqued by peers and mentors in the professional vernacular.
REFLECTION
Structured portfolio reviews and discursive journaling connect online learning to each learner's professional context.
Measuring what matters
How we'd know this program creates real professional capability — not just completion rates
LEVEL 1
End-of-phase pulse surveys measuring engagement, perceived relevance, and creative confidence after each program phase.
LEVEL 2
Portfolio quality rubric assessed against professional design criteria at the end of Phases 2, 3, and 4 — tracking growth, not just completion.
LEVEL 3
60-day alumni check-in: are learners applying design thinking in their professional practice or pursuing design work with greater confidence?
LEVEL 4
Tracking portfolio-to-opportunity conversion — learners securing freelance clients, internships, or employment in design within 6 months of program completion.
The program was developed as a modular digital learning ecosystem, integrating multiple courses into a consistent learning experience on Brightspace platform.
The implementation process emphasized:
Cognitive engagement (reflection + decision-making)
Visual clarity and narrative flow
Practical application
Implementation and delivery
Learning Impact
This integrated approach was designed to produce measurable improvements in learner readiness in the following areas:
Improved ability to translate concepts into executable designs
Stronger professional positioning and portfolio quality
Increased confidence in client interaction and decision-making
Greater accuracy in technical documentation and compliance