End to End eLearning Development
Requirement gathering, need analysis, designing, development, deploying in an LMS and evaluation for effectiveness
What I do
Learning Technology
Bloom's taxonomy, Gagne's nine events, Design thinking, Durable learning principles, Kirkpatrick model
Stakeholder Management
Building and managing strong working relationship with stakeholders and subject matter experts
Project Management
Managing learning projects end to end, from stakeholder discovery and planning to content development, quality assurance and launch.
Featured projects
Here are links to some projects created specifically for this portfolio.
- Case study 01
Building a Learning Programme
My thought process behind a learning programme
Open case study - Case study 02
ISO 19650 / BIM
This interactive presentation showcases my thought process and approach to designing an in-house learning programme on ISO 19650 and BIM.
Open case study - Case study 03
Sample Client Project
This interactive presentation showcases my thought process and approach to analysing, designing, and developing a learning solution in response to a client's business need.
Open case study
Tools & platforms
Authoring tools
- Fuse AI
- Adobe Captivate
- Articulate Storyline 360
- Articulate Rise
- Camtasia
- Synthesia
Learning platforms
- Workday
- Degreed
- Cornerstone
- Udemy
Project Management Tools
- Jira
- MS Excel
- Google Projects
- Smartsheet
- Lucidchart
Let's connect
Interested in my work or exploring a learning project together? I'd love to hear from you.
Case study 01 · Overview
Building a Learning Programme
My thought process behind a learning programme
In this lesson, what you will see
This interactive presentation outlines my approach and thought process behind designing a comprehensive learning programme. It presents learning plans for two distinct scenarios: (1) a client-led learning solution, developed in response to specific business and learner requirements, and (2) an internal learning programme on ISO 19650 and BIM, which was designed using publicly available industry guidance, standards, and reference materials.
- ADDIE considerations
- AI at every level
- AI vs traditional tools
Here are the key ideas explored in this presentation:
- How I apply the ADDIE model to analyse, design, develop, implement, and evaluate a new learning project.
- How I have different AI tools at different stages of the learning design process.
- A comparison of the effort, time, and resources required when using AI-powered tools versus traditional e-learning authoring tools and development approaches.
Meet Claire
Claire is your AI guide for this lesson. She will appear from time to time to share my message.
Section 2 of 6
Approach for the Client Project
Transcript
Where does the learning journey begin? Does it start when an organization recognizes the need for a process change? When recurring mistakes highlight a skills or knowledge gap? Or when employees request additional training to perform more effectively?
The trigger can vary, but every learning solution begins with the recognition that there is a need to improve performance, knowledge, or behaviour. That recognition is the true starting point.
Building a learning solution for a client requirement typically follows a structured, end-to-end journey: needs analysis, design, development, deployment, and evaluation. The approach outlined here reflects the process that Durba has been following throughout her experience designing and delivering learning solutions, across a variety of projects and audiences.
My entry point into the journey
As an Instructional Design Specialist, my involvement typically begins much later in that journey: often with an email, a Teams message from my line manager, or a discussion during a meeting. From there, the work usually moves through these steps:
- First contact
- Review the brief
- Preliminary research
- Discovery meeting
- Structured design process
I typically create and maintain a requirements-gathering document similar to the one below to capture stakeholder needs, identify business objectives, and develop a clear understanding of the learning requirements.
AI Intervention: During the requirements-gathering and needs analysis phase, I typically conduct multiple discussions with stakeholders and Subject Matter Experts (SMEs). To support this process, I use AI-powered meeting intelligence tools such as Gong to record meetings, capture key discussions, and automatically generate meeting notes and summaries. This helps ensure that critical requirements, decisions, action items, and stakeholder feedback are accurately documented and can be referenced throughout the learning design process.
Development Phase
After the high-level design document has been developed and approved, the learning programme moves into the development and delivery phase. From this point onwards, the journey typically follows a structured series of the following steps. At every steps, we refer to the Requirement Gathering document that I have attached before to keep our aim on track.
Click on the plus (+) button to learn more about each step:
- Design document approved
- Scope confirmed
- Project plan created
- Budget approved
- Resources assigned
- Learning assets developed
- QA and accessibility review
- Stakeholder sign-off
- Solution deployed
- Success metrics measured
I work closely with Subject Matter Experts (SMEs) to define the learning objectives, develop the content outline, and determine the most appropriate instructional strategy for the course. These elements are consolidated into the design document and reviewed with stakeholders, whose approval is obtained before the development phase begins.
Tools used at this stage: Word, Excel, PowerPoint, and Lucidchart.
I work with the SMEs to define what is in and out: number of modules, duration, languages, audiences, deliverables, and dependencies.
Tools used at this stage: MS Word, MS Excel and MS PowerPoint.
I break the work into tasks, milestones, owners, and timelines, with a risk and communication plan.
Tools used at this stage: MS Excel, Jira.
I work on the estimated costs for internal hours, vendors, licences, SMEs, media, and contingency. I use development-hours-per-learning-hour ratios used in my organisation. I present the case for client approval.
Tools used at this stage: MS Excel, Google Sheets.
I work with my team to define and assign responsibilities across the project, including instructional designers, media specialists, and reviewers. When external vendors are involved, I typically collaborate closely with the vendor's project manager to coordinate activities.
Tools used at this stage: Excel, Smartsheet
At this phase my team and I build the actual content: e-learning, videos, ILT decks, job aids, simulations and assessments.
Tools used at this stage: Elearning authoring tools (: Articulate Storyline and Rise 360, Adobe Captivate, Camtasia, Vyond, Fuse, PowerPoint, etc.)
Quality assurance (QA) checks are conducted based on the client's requirements. Where no specific criteria are provided, I typically review functionality, content accuracy, links, SCORM tracking, and device and browser compatibility.
I coordinate and schedule stakeholder and SME reviews, allowing sufficient time for feedback and sign-off of the developed courses. Review timelines are planned around SME availability to minimise delays and keep the project on track.
I either collaborate with the LMS team or take on the role of LMS/LXP administrator to deploy learning programmes, configure learning paths, manage learner enrolments, and support the successful implementation of the solution.
After the learning solution has been successfully deployed, I begin evaluating its effectiveness against the success criteria and performance objectives defined during the requirements-gathering phase. This may involve analysing learner feedback, assessment results, completion data, engagement metrics, and business outcomes to determine whether the solution has achieved its intended learning and organisational goals.
As an Instructional Designer or Senior E-Learning Designer, my role often expands beyond learning design at this stage. I become part project manager, part budget manager, and part stakeholder manager, ensuring the solution is delivered on time, within budget, and to the required quality standards while still achieving the intended learning and business outcomes.
Section 3 of 6
Approach for the ISO 19650 and BIM Project - Pre-analysis and Analysis
Transcript
In this video, I'll explain how the business case for the ISO 19650 and BIM learning programme was created. As the construction industry increasingly adopted BIM, ISO 19650 and Common Data Environments to support the digital golden thread, a secure and accessible record of information across an asset's lifecycle.
But a recurring challenge emerged. Product trainers, implementation consultants and solution engineers found that customers often lacked a basic understanding of the information management principles behind the technology.
As a result, valuable onboarding time was spent explaining industry standards rather than teaching customers how to use the platform effectively. Through discussions with these teams, Durba and her team identified an opportunity to address this knowledge gap.
They developed a business case for a dedicated learning programme. They secured leadership approval and obtained the budget required to develop the solution. The programme was designed to be assigned to new customers before onboarding, giving them a solid foundation in BIM, ISO 19650 and information management.
This helps accelerate adoption and improves training effectiveness, and positions the organisation as a trusted expert in digital construction. For this portfolio, Durba has adapted the original programme concept and context to protect commercial confidentiality, while demonstrating her approach to learning design and development.
Business need and objective for the learning programme:
- Objective
- Why the programme is neededBusiness problem it should solve
Here is my business case for the development of the learning programme.
Click on the plus (+) button to learn more about each step:
Business case
- Business drivers
- Desired outcomes
- Audience coverage
- Measures of success
- Existing provision
- Scope
- Current challenges
Following the Grenfell Tower fire, the construction industry placed greater emphasis on maintaining a digital golden thread: a secure and accessible record of information throughout an asset's lifecycle. To support this, many organisations adopted BIM and aligned their information management processes with ISO 19650 standards.
A key enabler of this approach is the Common Data Environment (CDE), which acts as a single source of truth for managing and sharing project information. By improving information quality, accessibility, and control, a CDE helps reduce errors, rework, and information loss while supporting regulatory, client, and business requirements.
For organisations that provide CDE solutions, educating employees and customers on ISO 19650, BIM, and information management is essential. This creates a strong business case for a comprehensive learning programme that not only builds knowledge and supports customer success but also demonstrates the value of structured information management and CDE adoption.
As a flagship learning initiative, the programme promotes industry best practices, positions the organisation as a trusted digital construction partner, and showcases the quality and expertise that customers can expect from future learning and implementation services.
Employees should be able to confidently apply key ISO 19650 concepts, understand their role in information management, and work more effectively within a Common Data Environment. They should also be able to use BIM terminology accurately and follow standardised information-management processes.
To define the scope of this learning programme, I:
- Collaborated with internal SMEs to understand business objectives, customer challenges, and the ISO 19650 knowledge required to use a CDE effectively.
- Reviewed competitor training programmes and validated findings with SMEs to ensure alignment with industry expectations and organisational goals.
- Conducted desk-based research using government guidance, industry standards, implementation frameworks, and ISO 19650 resources.
- Examined case studies and industry reports to understand the benefits, challenges, and outcomes of ISO 19650 adoption.
- Combined stakeholder insights, industry benchmarking, and research to ensure the programme addressed real business needs and reflected best practice.
- Used AI to refine the curriculum structure, validate the learning pathway, identify any gaps, and improve the overall programme design. The prompt and AI-generated output are provided on the following page.
This programme is designed for anyone who uses a Common Data Environment (CDE) to create, manage, review, approve, or share project information. It is relevant to employees involved in project delivery, design, engineering, digital delivery, project management, and information management across all regions and business units.
Learners will gain a foundational understanding of BIM, ISO 19650, and information management principles, enabling them to work more effectively throughout the design, construction, delivery, and handover stages. By establishing a common understanding across roles, the programme promotes consistent processes, improved collaboration, and more effective use of the CDE as a trusted source of project information.
I reviewed onboarding materials, internal BIM procedures, project delivery guidance, and other information management resources recommended by SMEs and identified through research. Although valuable, this content was scattered across multiple locations, making it difficult for learners to see how the concepts connected.
A key objective of this programme was to bring these fragmented resources together into a single, coherent learning experience. By consolidating and contextualising the information, the programme explains what the processes are, why they matter, and how they support ISO 19650, BIM, and effective use of a CDE.
The success of this programme will be measured using the Kirkpatrick Model, ensuring evaluation goes beyond course completion rates.
- Level 1 (Reaction): Learner feedback will measure engagement, relevance, and confidence.
- Level 2 (Learning): Assessments and knowledge checks will confirm understanding of BIM, ISO 19650, information management, and CDE principles.
- Level 3 (Behaviour): Workplace application will be evaluated through observations, feedback, and evidence of improved use of information management processes.
- Level 4 (Results): Business outcomes will be measured through faster onboarding, improved CDE adoption, fewer information-related errors, reduced support requirements, and higher customer satisfaction.
This approach ensures the programme delivers measurable benefits for both learners and the organisation.
Teams often use BIM terminology inconsistently, misunderstand information management responsibilities, and fail to follow agreed naming, approval, and information-sharing processes. This leads to delays, rework, duplicated effort, and reduced confidence in project data.
CDE providers typically train customers on how to use their platform during implementation. However, because most CDEs are built around ISO 19650 principles, trainers often found themselves spending significant time explaining BIM, information management, and the reasons behind key processes before they could begin system training.
To address this challenge, the ISO 19650 and BIM learning programme was created as a pre-onboarding course for all new customers. By establishing a common understanding of industry standards, information management principles, and the value of a CDE, learners arrive at implementation training better prepared, enabling faster adoption and more effective use of the platform.
Section 4 of 6
Generating Design and Content Using AI Tools
Here are the steps I followed to develop the learning design document and subsequently generate the source content for this course.
- Prompt to Claude
- Programme outline
- Content prompts
- Generated content
- Fuse AI lesson prompt
- Finished course
AI Intervention: As ISO 19650, BIM, and information management resources are widely available in the public domain, I used AI to help identify topics, refine learning objectives, structure the curriculum, and generate draft content. The following section outlines the AI-assisted process used to design, develop, and refine this programme.
Prompt for AI (Claude) to generate a detailed design. I uploaded multiple documents of processes, downloaded materials and source content to support my prompt.
The response that I received based on my prompt.
Prompt for the content generation.
The response that I received based on my prompt.
Prompt for the Fuse AI to develop a elearning lesson:
I have provided a link to this sample lesson on the Neocities page.
While using AI for content generation
AI is used as a collaborative design partner, not a replacement for instructional design expertise. High-quality results come from rich contextual inputs, expert review, and multiple iterations. Here are some considerations that I had:
Provide context and source materials
Share analysis findings, design documents, SME inputs, source content and supporting resources with the AI.
Give as much business and learner context as possible to improve output quality.
Clarify requirements
Respond to AI questions about the audience, objectives, scope, constraints and desired outcomes.
Refine prompts to ensure the AI fully understands the task.
Generate initial output
Use AI to create draft design documents, curriculum structures or learning content based on the provided inputs.
Review and evaluate
Assess each output for:
- Accuracy and completeness
- Relevance to learner needs
- Alignment with learning objectives
- Logical structure and flow
- Consistency with source materials
Iterate and refine
Identify gaps, inaccuracies or areas requiring greater clarity.
Update prompts and generate revised versions.
Repeat the review and refinement cycle until the required quality standard is achieved.
Approve and progress
Once validated, use the output as the foundation for the next stage of the design or content development process.
Section 5 of 6
Comparative Analysis Between Traditional Versus AI Generated Course
This is a substantial programme comprising 76 lessons across 7 topics, aimed at beginners and covering BIM, ISO 19650, CDEs, federation, LOIN, ISO 7817, and COBie.
Assumptions
To produce a realistic estimate, I have assumed:
- Each lesson contains 5-10 minutes of learning.
- Approximately 20-30 screens/pages per topic.
- Knowledge checks throughout.
- Consistent branding and visual design.
- Inclusion of diagrams, worked examples, and the Mercer Innovation Centre case study.
- Learning delivered through self-paced e-learning.
This gives a total programme size of approximately 8-12 hours of learner seat time.
Option 1: Built in Fuse AI
Typical Development Approach
- Generate lesson content with AI.
- Use Fuse AI for page creation and formatting.
- Create simple graphics using AI tools.
- Use AI-generated narration (optional).
- Minimal custom animation.
- SME review and instructional design oversight.
Activity | Days |
|---|---|
Analysis & AI prompting | 5-8 |
Content generation | 8-12 |
SME review cycles | 5-7 |
Fuse build | 5-8 |
QA & testing | 3-5 |
Project management | 2-3 |
Total | 28-43 days |
Option 2: Articulate Rise + AI Content
Typical Development Approach
- AI assists with content creation.
- Instructional designer builds lessons in Rise.
- Custom diagrams and interactions.
- Branded templates.
- Knowledge checks and scenario activities.
Activity | Days |
|---|---|
Analysis | 5-8 |
AI Content generation | 8-12 |
Rise development | 15-25 |
Graphics creation | 5-10 |
QA & testing | 5-7 |
SME Review | 5-7 |
Total | 43-69 days |
Option 3: Articulate Rise + Camtasia Video Production
Typical Development Approach
- Develop Rise modules.
- Produce professional video explainers.
- Record demonstrations.
- Create animations.
- Edit with Camtasia.
- Add voiceover narration.
Activity | Days |
|---|---|
Analysis & design | 5-8 |
Script writing | 10-15 |
Video production | 20-35 |
Rise development | 15-25 |
Editing and revisions | 10-15 |
SME Review | 5-8 |
QA/testing | 5-7 |
Total | 70-113 days |
Comparison Summary
Approach | Effort | Maintenance |
|---|---|---|
Fuse AI | 28-43 days | Low |
Rise + AI | 43-69 days | Medium |
Rise + Camtasia | 70-113 days | High |
For a learning programme like ISO 19650 and BIM, which is largely knowledge-based, standards-driven, and likely to require periodic updates as ISO standards, BIM frameworks, and CDE practices evolve, I would recommend a Fuse AI-first approach.
When developing a learning solution for a client, I discuss the use of AI tools during the requirements-gathering phase to ensure alignment with the client's policies, security requirements, and expectations. Where required, I also complete any mandatory compliance, data privacy, or information security training before accessing or working with client content.
Section 6 of 6
Thank You
Thank you for going through my presentation. This lesson has been built using the following AI tools:
- For content generation and editing: Claude and ChatGPT
- For video generation and lesson building: Fuse AI
I have provided a link to a sample lesson on the Neocities page.
Looks interesting? Drop me a line.
Thanks for reading this case study. Explore another one, or get in touch if you have a learning project in mind.
Case study 02 · ISO 19650 / BIM
Building the Learning Programme on ISO 19650 and BIM
In this lesson, what you will see
This interactive presentation outlines my approach and thought process for designing a comprehensive learning solution for ISO 19650 and BIM, which was designed using publicly available industry guidance, standards, and reference materials.
- ADDIE considerations
- AI at every level
- AI vs traditional tools
Here are the key ideas explored in this presentation:
- How I apply the ADDIE model to analyse, design, develop, implement, and evaluate a new learning project.
- How I have different AI tools at different stages of the learning design process.
- A comparison of the effort, time, and resources required when using AI-powered tools versus traditional e-learning authoring tools and development approaches.
Section 2 of 5
Approach for the ISO 19650 and BIM Project - Pre-analysis and Analysis
The need:
- Huge knowledge gap among customers who needed a stronger understanding of the industry standards before platform onboarding.
- After discussions with trainers/solutions engineers, built a business case, secured leadership approval and funding
- Objective
- Why the programme is neededBusiness problem it should solve
Here is my business case for the development of the learning programme.
Click on the plus (+) button to learn more about each step:
Business case
- Business drivers
- Desired outcomes
- Audience coverage
- Measures of success
- Existing provision
- Scope
- Current challenges
Following the Grenfell Tower fire, the construction industry placed greater emphasis on maintaining a digital golden thread: a secure and accessible record of information throughout an asset's lifecycle. To support this, many organisations adopted BIM and aligned their information management processes with ISO 19650 standards.
A key enabler of this approach is the Common Data Environment (CDE), which acts as a single source of truth for managing and sharing project information. By improving information quality, accessibility, and control, a CDE helps reduce errors, rework, and information loss while supporting regulatory, client, and business requirements.
For organisations that provide CDE solutions, educating employees and customers on ISO 19650, BIM, and information management is essential. This creates a strong business case for a comprehensive learning programme that not only builds knowledge and supports customer success but also demonstrates the value of structured information management and CDE adoption.
As a flagship learning initiative, the programme promotes industry best practices, positions the organisation as a trusted digital construction partner, and showcases the quality and expertise that customers can expect from future learning and implementation services.
Employees should be able to confidently apply key ISO 19650 concepts, understand their role in information management, and work more effectively within a Common Data Environment. They should also be able to use BIM terminology accurately and follow standardised information-management processes.
To define the scope of this learning programme, I:
- Collaborated with internal SMEs to understand business objectives, customer challenges, and the ISO 19650 knowledge required to use a CDE effectively.
- Reviewed competitor training programmes and validated findings with SMEs to ensure alignment with industry expectations and organisational goals.
- Conducted desk-based research using government guidance, industry standards, implementation frameworks, and ISO 19650 resources.
- Examined case studies and industry reports to understand the benefits, challenges, and outcomes of ISO 19650 adoption.
- Combined stakeholder insights, industry benchmarking, and research to ensure the programme addressed real business needs and reflected best practice.
- Used AI to refine the curriculum structure, validate the learning pathway, identify any gaps, and improve the overall programme design. The prompt and AI-generated output are provided on the following page.
This programme is designed for anyone who uses a Common Data Environment (CDE) to create, manage, review, approve, or share project information. It is relevant to employees involved in project delivery, design, engineering, digital delivery, project management, and information management across all regions and business units.
Learners will gain a foundational understanding of BIM, ISO 19650, and information management principles, enabling them to work more effectively throughout the design, construction, delivery, and handover stages. By establishing a common understanding across roles, the programme promotes consistent processes, improved collaboration, and more effective use of the CDE as a trusted source of project information.
I reviewed onboarding materials, internal BIM procedures, project delivery guidance, and other information management resources recommended by SMEs and identified through research. Although valuable, this content was scattered across multiple locations, making it difficult for learners to see how the concepts connected.
A key objective of this programme was to bring these fragmented resources together into a single, coherent learning experience. By consolidating and contextualising the information, the programme explains what the processes are, why they matter, and how they support ISO 19650, BIM, and effective use of a CDE.
The success of this programme will be measured using the Kirkpatrick Model, ensuring evaluation goes beyond course completion rates.
- Level 1 (Reaction): Learner feedback will measure engagement, relevance, and confidence.
- Level 2 (Learning): Assessments and knowledge checks will confirm understanding of BIM, ISO 19650, information management, and CDE principles.
- Level 3 (Behaviour): Workplace application will be evaluated through observations, feedback, and evidence of improved use of information management processes.
- Level 4 (Results): Business outcomes will be measured through faster onboarding, improved CDE adoption, fewer information-related errors, reduced support requirements, and higher customer satisfaction.
This approach ensures the programme delivers measurable benefits for both learners and the organisation.
Teams often use BIM terminology inconsistently, misunderstand information management responsibilities, and fail to follow agreed naming, approval, and information-sharing processes. This leads to delays, rework, duplicated effort, and reduced confidence in project data.
CDE providers typically train customers on how to use their platform during implementation. However, because most CDEs are built around ISO 19650 principles, trainers often found themselves spending significant time explaining BIM, information management, and the reasons behind key processes before they could begin system training.
To address this challenge, the ISO 19650 and BIM learning programme was created as a pre-onboarding course for all new customers. By establishing a common understanding of industry standards, information management principles, and the value of a CDE, learners arrive at implementation training better prepared, enabling faster adoption and more effective use of the platform.
For this portfolio, the original programme has been adapted to protect commercial confidentiality while demonstrating my learning design and development approach.
Section 3 of 5
Generating Design and Content Using AI Tools
Here are the steps I followed to develop the learning design document and subsequently generate the source content for this course.
- Prompt to Claude
- Programme outline
- Content prompts
- Generated content
- Fuse AI lesson prompt
- Finished course
AI Intervention: As ISO 19650, BIM, and information management resources are widely available in the public domain, I used AI to help identify topics, refine learning objectives, structure the curriculum, and generate draft content. The following section outlines the AI-assisted process used to design, develop, and refine this programme.
Prompt for AI (Claude) to generate a detailed design. I uploaded multiple documents of processes, downloaded materials and source content to support my prompt.
The response that I received based on my prompt.
Prompt for the content generation.
The response that I received based on my prompt.
Prompt for the Fuse AI to develop a elearning lesson:
I have provided a link to this sample lesson on the Neocities page.
While using AI for content generation
AI is used as a collaborative design partner, not a replacement for instructional design expertise. High-quality results come from rich contextual inputs, expert review, and multiple iterations. Here are some considerations that I had:
Provide context and source materials
Share analysis findings, design documents, SME inputs, source content and supporting resources with the AI.
Give as much business and learner context as possible to improve output quality.
Clarify requirements
Respond to AI questions about the audience, objectives, scope, constraints and desired outcomes.
Refine prompts to ensure the AI fully understands the task.
Generate initial output
Use AI to create draft design documents, curriculum structures or learning content based on the provided inputs.
Review and evaluate
Assess each output for:
- Accuracy and completeness
- Relevance to learner needs
- Alignment with learning objectives
- Logical structure and flow
- Consistency with source materials
Iterate and refine
Identify gaps, inaccuracies or areas requiring greater clarity.
Update prompts and generate revised versions.
Repeat the review and refinement cycle until the required quality standard is achieved.
Approve and progress
Once validated, use the output as the foundation for the next stage of the design or content development process.
Section 4 of 5
Comparative Analysis Between Traditional Versus AI Generated Course
This is a substantial programme comprising 76 lessons across 7 topics, aimed at beginners and covering BIM, ISO 19650, CDEs, federation, LOIN, ISO 7817, and COBie.
Assumptions
To produce a realistic estimate, I have assumed:
- Each lesson contains 5-10 minutes of learning.
- Approximately 20-30 screens/pages per topic.
- Knowledge checks throughout.
- Consistent branding and visual design.
- Inclusion of diagrams, worked examples, and the Mercer Innovation Centre case study.
- Learning delivered through self-paced e-learning.
This gives a total programme size of approximately 8-12 hours of learner seat time.
Option 1: Built in Fuse AI
Typical Development Approach
- Generate lesson content with AI.
- Use Fuse AI for page creation and formatting.
- Create simple graphics using AI tools.
- Use AI-generated narration (optional).
- Minimal custom animation.
- SME review and instructional design oversight.
Activity | Days |
|---|---|
Analysis & AI prompting | 5-8 |
Content generation | 8-12 |
SME review cycles | 5-7 |
Fuse build | 5-8 |
QA & testing | 3-5 |
Project management | 2-3 |
Total | 28-43 days |
Option 2: Articulate Rise + AI Content
Typical Development Approach
- AI assists with content creation.
- Instructional designer builds lessons in Rise.
- Custom diagrams and interactions.
- Branded templates.
- Knowledge checks and scenario activities.
Activity | Days |
|---|---|
Analysis | 5-8 |
AI Content generation | 8-12 |
Rise development | 15-25 |
Graphics creation | 5-10 |
QA & testing | 5-7 |
SME Review | 5-7 |
Total | 43-69 days |
Option 3: Articulate Rise + Camtasia Video Production
Typical Development Approach
- Develop Rise modules.
- Produce professional video explainers.
- Record demonstrations.
- Create animations.
- Edit with Camtasia.
- Add voiceover narration.
Activity | Days |
|---|---|
Analysis & design | 5-8 |
Script writing | 10-15 |
Video production | 20-35 |
Rise development | 15-25 |
Editing and revisions | 10-15 |
SME Review | 5-8 |
QA/testing | 5-7 |
Total | 70-113 days |
Comparison Summary
Approach | Effort | Maintenance |
|---|---|---|
Fuse AI | 28-43 days | Low |
Rise + AI | 43-69 days | Medium |
Rise + Camtasia | 70-113 days | High |
For a learning programme like ISO 19650 and BIM, which is largely knowledge-based, standards-driven, and likely to require periodic updates as ISO standards, BIM frameworks, and CDE practices evolve, I would recommend a Fuse AI-first approach.
Section 5 of 5
Thank You
Thank you for going through my presentation. This lesson has been built using the following AI tools:
- For content generation and editing: Claude and ChatGPT
- For video generation and lesson building: Fuse AI
Looks interesting? Drop me a line.
Thanks for reading this case study. Explore another one, or get in touch if you have a learning project in mind.
Case study 03 · Sample Client Project
Building a Learning Programme for a Client
My thought process behind a learning programme
In this lesson, what you will see
This interactive presentation outlines my approach and thought process for designing a comprehensive client-led learning solution. Due to data security and confidentiality requirements, I have not included any actual course content or lessons from the project. Instead, I have presented the analysis, design decisions, and development approach in an interactive e-learning format to showcase my learning design capabilities and methodology.
- ADDIE considerations
- AI at every level
- AI vs traditional tools
Here are the key ideas explored in this presentation:
- How I apply the ADDIE model to analyse, design, develop, implement, and evaluate a new learning project.
- How I have different AI tools at different stages of the learning design process.
- A comparison of the effort, time, and resources required when using AI-powered tools versus traditional e-learning authoring tools and development approaches.
Section 2 of 4
Approach for the Client Project
What triggers the need for a learning solution?
What triggers the need?
- Process change
- Recurring mistakes
- Employee requests
Recognition of a needPerformance, knowledge or behaviour gap
As an Instructional Design Specialist, my involvement typically begins during the requirement gathering phase. I usually move through the following steps:
- First contact
- Review the brief
- Preliminary research
- Discovery meeting
- Structured design process
I create and maintain a requirements-gathering document similar to the one below to capture stakeholder needs, identify business objectives, and develop a clear understanding of the learning requirements.
AI Intervention: During the requirements-gathering and needs analysis phase, I typically conduct multiple discussions with stakeholders and Subject Matter Experts (SMEs). To support this process, I use AI-powered meeting intelligence tools such as Gong to record meetings, capture key discussions, and automatically generate meeting notes and summaries. This helps ensure that critical requirements, decisions, action items, and stakeholder feedback are accurately documented and can be referenced throughout the learning design process.
Development Phase
After the high-level design document has been developed and approved, the learning programme moves into the development and delivery phase. From this point onwards, the journey typically follows a structured series of the following steps. At every steps, we refer to the Requirement Gathering document that I have attached before to keep our aim on track.
Click on the plus (+) button to learn more about each step:
- Design document approved
- Scope confirmed
- Project plan created
- Budget approved
- Resources assigned
- Learning assets developed
- QA and accessibility review
- Stakeholder sign-off
- Solution deployed
- Success metrics measured
I work closely with Subject Matter Experts (SMEs) to define the learning objectives, develop the content outline, and determine the most appropriate instructional strategy for the course. These elements are consolidated into the design document and reviewed with stakeholders, whose approval is obtained before the development phase begins.
Tools used at this stage: Word, Excel, PowerPoint, and Lucidchart.
I work with the SMEs to define what is in and out: number of modules, duration, languages, audiences, deliverables, and dependencies.
Tools used at this stage: MS Word, MS Excel and MS PowerPoint.
I break the work into tasks, milestones, owners, and timelines, with a risk and communication plan.
Tools used at this stage: MS Excel, Jira.
I work on the estimated costs for internal hours, vendors, licences, SMEs, media, and contingency. I use development-hours-per-learning-hour ratios used in my organisation. I present the case for client approval.
Tools used at this stage: MS Excel, Google Sheets.
I work with my team to define and assign responsibilities across the project, including instructional designers, media specialists, and reviewers. When external vendors are involved, I typically collaborate closely with the vendor's project manager to coordinate activities.
Tools used at this stage: Excel, Smartsheet
At this phase my team and I build the actual content: e-learning, videos, ILT decks, job aids, simulations and assessments.
Tools used at this stage: Elearning authoring tools (: Articulate Storyline and Rise 360, Adobe Captivate, Camtasia, Vyond, Fuse, PowerPoint, etc.)
Quality assurance (QA) checks are conducted based on the client's requirements. Where no specific criteria are provided, I typically review functionality, content accuracy, links, SCORM tracking, and device and browser compatibility.
I coordinate and schedule stakeholder and SME reviews, allowing sufficient time for feedback and sign-off of the developed courses. Review timelines are planned around SME availability to minimise delays and keep the project on track.
I either collaborate with the LMS team or take on the role of LMS/LXP administrator to deploy learning programmes, configure learning paths, manage learner enrolments, and support the successful implementation of the solution.
After the learning solution has been successfully deployed, I begin evaluating its effectiveness against the success criteria and performance objectives defined during the requirements-gathering phase. This may involve analysing learner feedback, assessment results, completion data, engagement metrics, and business outcomes to determine whether the solution has achieved its intended learning and organisational goals.
As an Instructional Designer or Senior E-Learning Designer, my role often expands beyond learning design at this stage. I become part project manager, part budget manager, and part stakeholder manager, ensuring the solution is delivered on time, within budget, and to the required quality standards while still achieving the intended learning and business outcomes.
Section 3 of 4
Comparative Analysis Between Traditional Versus AI Generated Course
Here is a comparative analysis between how a learning programme can be developed using AI versus traditional authoring tools. Here are some assumptions:
Assumptions
To produce a realistic estimate, I have assumed (drawing inspiration from an old project of mine):
- The programme has 80 lesson spread across 8 topics.
- Each lesson contains 5-10 minutes of learning.
- Approximately 20-30 screens/pages per topic.
- Knowledge checks throughout.
- Consistent branding and visual design.
- Inclusion of diagrams, worked examples, and case studies.
- Inclusion of videos with Avatars
- Learning delivered through self-paced e-learning.
This gives a total programme size of approximately 8-12 hours of learner seat time.
Option 1: Built in Fuse AI
Typical Development Approach
- Generate lesson content with AI.
- Use Fuse AI for page creation and formatting.
- Create simple graphics using AI tools.
- Use AI-generated narration (optional).
- Minimal custom animation.
- SME review and instructional design oversight.
Activity | Days |
|---|---|
Analysis & AI prompting | 5-8 |
Content generation | 8-12 |
SME review cycles | 5-7 |
Fuse build | 5-8 |
QA & testing | 3-5 |
Project management | 2-3 |
Total | 28-43 days |
Option 2: Articulate Rise + AI Content
Typical Development Approach
- AI assists with content creation.
- Instructional designer builds lessons in Rise.
- Custom diagrams and interactions.
- Branded templates.
- Knowledge checks and scenario activities.
Activity | Days |
|---|---|
Analysis | 5-8 |
AI Content generation | 8-12 |
Rise development | 15-25 |
Graphics creation | 5-10 |
QA & testing | 5-7 |
SME Review | 5-7 |
Total | 43-69 days |
Option 3: Articulate Rise + Camtasia Video Production
Typical Development Approach
- Develop Rise modules.
- Produce professional video explainers.
- Record demonstrations.
- Create animations.
- Edit with Camtasia.
- Add voiceover narration.
Activity | Days |
|---|---|
Analysis & design | 5-8 |
Script writing | 10-15 |
Video production | 20-35 |
Rise development | 15-25 |
Editing and revisions | 10-15 |
SME Review | 5-8 |
QA/testing | 5-7 |
Total | 70-113 days |
Comparison Summary
Approach | Effort | Maintenance |
|---|---|---|
Fuse AI | 28-43 days | Low |
Rise + AI | 43-69 days | Medium |
Rise + Camtasia | 70-113 days | High |
When developing a learning solution for a client, I discuss the use of AI tools during the requirements-gathering phase to ensure alignment with the client's policies, security requirements, and expectations. Where required, I also complete any mandatory compliance, data privacy, or information security training before accessing or working with client content.
Section 4 of 4
Thank You
Thank you for going through my presentation. This lesson has been built using the following AI tools:
- For content generation and editing: Claude and ChatGPT
- For video generation and lesson building: Fuse AI
Looks interesting? Drop me a line.
Thanks for reading this case study. Explore another one, or get in touch if you have a learning project in mind.