Hi, I’m Amy!
Who I Am as a Designer
I design learning for real people working in real conditions.
That means I don’t design for an ideal learner with unlimited time, perfect focus, full confidence, and no competing responsibilities. I design for people navigating deadlines, unclear expectations, shifting roles, emotional labor, uneven access to support, and different lived experiences.
My work starts with respect for the learner. I pay attention to identity, context, cognitive load, accessibility, and the quiet barriers that can determine whether someone feels capable, included, or left behind.
How I Think About Design
Good learning does more than deliver content. It helps people understand what is expected, make decisions, practice in context, and apply what they learn when the course is over.
I design with a systems lens because learning does not happen in isolation. It is shaped by workplace culture, communication norms, available tools, time constraints, power dynamics, and the emotional realities people bring with them.
That is why I focus on clarity, usability, accessibility, and follow-through. I want learning to feel navigable, respectful, and useful — not like one more thing people have to survive.
What This Looks Like in Practice
I design experiences that reduce friction, make expectations visible, and support people at the moments where learning often breaks down.
That can mean building facilitator guides that help someone lead a difficult conversation, creating job aids that support action after training, designing scenarios that reflect real decisions, or developing systems that make resources easier to find and use.
Across all of my work, the goal is the same: create learning that honors people’s realities and still helps them move forward with clarity and confidence.
Explore My Work
See how these ideas show up in practice.
Let’s Connect
If this perspective resonates, I’d love to talk.