01
Understand the learner
Identify learner difficulties, prior knowledge, learning needs, and gaps.
Instructional Designer
Designing learning experiences that make learning clearer, more interactive, and more purposeful.
I design learner-centered learning activities, assessments, and interactive e-learning experiences, with hands-on development experience in Articulate Storyline 360 and Articulate Rise 360.
How a learning experience takes shape
- 01Learner needWhat is actually difficult for the learner?
- 02Learning objectiveWhat should they know or be able to do?
- 03Design decisionWhich approach fits the need and the context?
- 04Learning activityWhat do learners do, discuss, and produce?
- 05AssessmentHow is understanding made visible?
- 06InsightWhat does the evidence say about the design?
2
Interactive e-learning projects
1
Instructional storyboard
2
Articulate 360 tools
22
Biology learners in documented case study
17
English learners in documented learning activity
Selected evidence from learning design and e-learning projects.
About me
Instructional design from a learner-centered perspective.
My background in education has given me direct experience observing how learners respond to content, where they struggle, and what kinds of activities help them move forward. I bring that learner perspective into instructional design — identifying the learning need, defining outcomes, designing activities and assessment, and translating the experience into digital learning when appropriate.
My current focus is instructional design and e-learning development, with particular interest in structured learning experiences, meaningful interaction, clear assessment, and practical digital learning.
- Designs grounded in observed learner difficulty, not tool features.
- Activities, practice, and assessment aligned to stated outcomes.
- Hands-on development in Articulate Storyline 360 and Rise 360.
Education
Bachelor's degree, Biology Education
UIN Ar-Raniry Banda Aceh
Visit programme page
(opens in a new tab)
Based in
Aceh, Indonesia
How I think about learning
Three questions behind every design decision.
02
Design the experience
Align objectives, content, activities, interaction, practice, and assessment.
03
Learn from evidence
Use learner performance and feedback to understand what worked and what can be improved.
Selected instructional design work
Three projects, three kinds of instructional design work.
Learning design, e-learning development, assessment, and learning experience planning — each project documented with its own evidence.
Project 01
Articulate Storyline 360
Environmental Pollution
An interactive e-learning prototype that translates a documented Think-Talk-Write classroom learning sequence into a structured digital experience.
22 learners
53.86 → 83.55
Project 02
Articulate Rise 360
How Much and How Many
A structured digital learning experience designed to support learners' understanding and practice of "How Much" and "How Many".
17 learners
Knowledge 83.71
Skills 82.35
Project 03
Storyboard project
Simple Past Tense — Find the Differences
An instructional storyboard for a communicative Simple Past Tense activity using an information-gap approach.
Storyboard project
Information gap
My instructional design process
A loop, not a straight line.
Each stage feeds the next, and what the evidence shows at the end changes how I understand the need at the beginning.
01
Understand
Identify learner needs, learning difficulties, context, and existing evidence.
02
Define
Clarify what learners should know or be able to do.
03
Design
Choose activities, interaction, practice, and assessment.
04
Develop
Build the learning experience using appropriate tools.
05
Evaluate
Review learner evidence and reflect on improvements.
Evaluation returns to understanding — this is how I work, not a proprietary methodology.
Instructional design skills
What I work with.
- Learner needs analysis
- Learning gap identification
- Learning objectives
- Instructional activity design
- Assessment design
- Formative & summative assessment
- Feedback & learning evaluation
- Learner engagement
- Articulate Storyline 360
- Articulate Rise 360
- Storyboarding
- Interactive learning activities
- Digital learning content
- Learning scenarios
- Interactive navigation
- Storyline triggers Hands-on
- Think-Talk-Write
- Information gap activities
- Task-based learning
- Cooperative learning
- Project-based learning
- Communicative language teaching
- Gamification
- Role play
- Collaborative learning
Relevant experience
Where the learner perspective came from.
English Teacher
MUQ Aceh2021–2025- Designed structured learning activities around learning outcomes.
- Adapted instructional materials to different proficiency levels.
- Created practice activities, role plays, dialogues, presentations, and collaborative tasks.
- Designed formative and summative assessments.
- Monitored learner progress and adjusted instruction based on observed learning needs.
Biology Teacher
Sekolah Sukma Bangsa Pidie2019–2020- Designed Biology learning experiences around learner needs and curriculum outcomes.
- Used cooperative, project-based, outdoor, and game-based learning.
- Designed activities supporting analysis, communication, and application.
- Developed learning materials and assessments.
- During remote learning, used Google Meet, Google Classroom, Google Forms, and Zoom.
Private Tutor
Bimbel Al 'Azzam2016–2018Provided individualized Science and Mathematics learning support, adapting explanations, practice activities, and feedback to learner needs.
Additional program experience
Coordination and communication work.
MUQAS — Public Relations & Publication Coordinator
Supported an annual school event involving 210+ participants, including participant communication, registration information, digital content, documentation, and coordination.
View event page on Instagram (opens in a new tab)
Student Language Development Program
Coordinated activities involving public speaking, conversation, vocabulary development, and an annual language competition.
Event Coordination
Supported coordination of a school event involving 400+ participants, including communication, logistics, and event execution.
Why my background matters
I started from the learner side of the experience.
Working directly with learners taught me to notice where instructions become unclear, where learners lose confidence, and where an activity needs to change. I now bring that perspective into instructional design and e-learning development.
Contact
Let's design better learning.
I'm interested in Instructional Designer opportunities where I can contribute to learning design, e-learning development, and learner-centered experiences.
The challenge
Learners could name the problem, but struggled to reason about it aloud.
Learners showed difficulties with critical thinking and communicating their ideas when discussing environmental pollution.
Evidence
A documented classroom intervention with 22 learners.
22
Learners in the documented intervention
53.86
Average knowledge score before
83.55
Average knowledge score after
Average knowledge score
Documented classroom intervention — 22 learners. Hover or focus a bar for the exact score.
+29.68 points
BeforeAfterLearners are labelled 01–22. No names or individual identities are shown.
The score change comes from the documented classroom intervention. The Storyline project translates and adapts that instructional sequence into a digital learning format — it did not produce these scores.
Design decision
Move learners from private thinking to public reasoning.
The learning sequence was structured around Think-Talk-Write to move learners from individual thinking to collaborative discussion, written expression, and presentation.
Think
Talk
Write
Share
Reinforce
Assess
Learning flow
Six stages of the sequence.
Open any stage to see what learners actually do.
Learners independently read, observe the pollution images on their worksheet, and make notes before any discussion begins.
Learners discuss ideas in heterogeneous groups, comparing what they noticed and filling gaps in each other's reasoning.
Groups communicate and compare their ideas, taking turns so every group contributes to the shared picture.
Learners independently write their understanding, turning the discussion into their own explanation.
The teacher clarifies concepts and addresses misconceptions before they settle into learners' written work.
Knowledge and communication skills are assessed against the learning outcomes for the topic.
Learning material
Image-based analysis tasks used in the sequence.
Learners analysed pollution images and explained the cause and the likely impact in their own words — the point where critical thinking and communication had to work together.
E-learning development
Translating the sequence into Storyline 360.
Content structure
Organised the learning sequence around clear learner activities.
Interaction
Created interactive screens and navigation using Articulate Storyline 360.
Storyline triggers Hands-on
Used Storyline triggers to support navigation and learner interaction.
Assessment
Connected learning activities to opportunities for knowledge and communication assessment.
Articulate Storyline 360 project preview
The published prototype runs in the browser. Open it to move through the Think-Talk-Write sequence as a learner would.
Open the interactive demo (opens in a new tab)Assessment
What was assessed, and how.
Knowledge
Validated open-response items covering causes of pollution, impact analysis from images, and classification of pollutant types.
Communication skills
Group discussion, presentation of the group's reasoning, and individual written explanation after the discussion.
Average knowledge scores across the 22 learners moved from 53.86 to 83.55 in the documented classroom intervention. Individual scores are shown only in anonymised form.
What I learned
The tool came last, and that was the point.
The project reinforced the importance of designing around the learner's actual difficulty rather than starting with the tool. The digital format became a way to translate an existing instructional sequence into an interactive experience, rather than technology being the starting point.
The challenge
Countable or uncountable is a rule learners can recite but not apply.
Learners needed structured opportunities to understand and practice the use of How Much and How Many in English.
Design approach
One focused objective, one clear digital sequence.
The learning experience was organised into a clear digital sequence that presents the grammar topic through guided content and practice activities.
Introduce
Model
Guided practice
Apply
Assess
Development
Built in Articulate Rise 360.
Content organisation
Structured the topic into a clear digital learning sequence.
Digital development
Developed the learning experience using Articulate Rise 360.
Practice
Designed learning activities to support understanding and application.
Assessment evidence
Used learner performance data from the related learning activity.
Learning evidence
Aggregate results from the related learning activity.
17
Learners
83.71
Average knowledge score
82.35
Average skills score
Average scores
Aggregate results from the related learning activity — 17 learners, scored out of 100.
KnowledgeSkillsLearners are labelled 01–17. No names or individual identities are shown.
These are aggregate results from the related learning activity, not a pre/post comparison, and not a claim that the Rise module caused the scores. Individual learner names and score tables are not published.
Demo
Open the published module.
Articulate Rise 360 module preview
The module is published on Articulate Review. Open it to scroll through the full learning sequence and practice activities.
Open Rise 360 demo (opens in a new tab)Design reflection
Narrow scope, clear practice.
This project demonstrates my approach to turning a focused learning objective into a structured digital learning experience while keeping the content clear and practice-oriented.
All projects
Simple Past Tense — Find the Differences
English · Information gap activity · Storyboard
The learning objectives
What the storyboard sets out to achieve.
1
Use Simple Past Tense to describe completed events in a past-time context.
2
Ask and answer questions to obtain missing information.
3
Describe visual information without showing the partner's image.
4
Identify and report differences between two related pictures.
5
Speak with greater fluency and confidence during an information-gap task.
This is a storyboard and instructional design project. No learner score data is attached to it — the evidence here is the design itself.
The design challenge
Grammar practice that gives learners something to actually say.
The learning experience was designed to move grammar practice beyond isolated sentence exercises by placing Simple Past Tense in a purposeful communication task.
The design decision
Create a real reason to ask.
Student A and Student B receive different visual information. They cannot simply look at their partner's picture, so they must communicate by asking and answering questions to discover the differences.
See
Ask
Listen
Describe
Compare
Report
Storyboard structure
Ten steps, from context to assessment.
Open any step to see what happens on screen and what learners do.
Introduce the real-world past/current visual context and activate past-time language.
Provide a minimal Simple Past grammar model and examples before the information-gap activity.
Create Student A / Student B information-gap conditions with different picture cards.
Learners ask purposeful questions to obtain the missing information.
Learners describe what they can see while listening carefully to their partner.
Learners record at least three differences supported by their conversation.
Learners report their findings to the class.
Review selected errors and improve language forms.
Learners reflect on what they can ask and what past-tense sentences they can produce.
Assess knowledge and speaking/communication performance against the stated objectives.
Interaction design
Partner information gap.
The information gap requires learners to communicate rather than simply observe both images.
Student A
Picture A. Student A describes what they can see and asks about Picture B.
Student B
Picture B. Student B describes their own picture and asks about Picture A.
Both pictures are shown here so the design can be reviewed. During the activity each learner sees only their own picture — the partner's image stays hidden, which is what creates the information gap.
Question prompts
Prompts from the storyboard that scaffold the exchange.
What did you see?
What happened?
Was the road damaged?
What about yours?
Difference log
Learners are expected to identify at least three differences, each supported by the conversation.
| Feature | My picture | Partner's picture | Difference |
|---|---|---|---|
| 1 | Learner describes | Learner asks | Learner records |
| 2 | Learner describes | Learner asks | Learner records |
| 3 | Learner describes | Learner asks | Learner records |
Communication assessment
Five assessment dimensions.
These are the dimensions the storyboard defines for observing speaking performance. They are not numerical results.
Fluency
Communicates intended meaning with reasonable continuity.
Questioning & responding
Asks for information and answers a partner appropriately.
Confidence
Participates willingly and speaks during the pair and reporting task.
Past-tense accuracy
Uses Simple Past Tense forms appropriately in the past-time context.
Cooperation
Listens, takes turns, and supports the partner.
From learning objective to storyboard
The design chain.
Learning objective
Use Simple Past Tense to ask, describe, and report in a past-time context.
Learning activity
A paired information-gap task built on two related pictures.
Learner interaction
Asking, listening, describing, and comparing without seeing the partner's image.
Assessment evidence
The completed difference log and the spoken report to the class.
Storyboard scenes
The ten scenes as laid out in the source storyboard.
Scene 01
Welcome & context
Scene 02
Language focus
Scene 03
Pair setup
Scene 04
Information gap
Scene 05
Describe
Scene 06
Find the differences
Scene 07
Post-task reporting
Scene 08
Feedback
Scene 09
Reflection
Scene 10
Assessment
The storyboard is not published as a public file, so the scene structure is presented here in full rather than linked.