Compliance that sticks
Mandatory and regulatory training rebuilt as decisions people rehearse, so it changes behaviour and stands up to inspection instead of just satisfying an audit.
How I work
An outcomes-first instructional designer, not another course builder.
Most training gets built because someone asked for a course. I start somewhere else: with the behaviour that needs to change and the metric that moves when it does, then I design the accessible, AI-accelerated learning that gets there. Content comes last, not first.
What I do
Learning that earns its place on a busy person's day, and proves it.
Completion rates and seat time do not change a business. Behaviour on the job does. Here is how I work.
- Outcomes-first design. Every programme starts from a measurable performance or business goal and the behaviour that drives it, using backward design and action mapping, not a content dump.
- Measurable behaviour change. I design for transfer and evaluate with the Kirkpatrick model, focusing on Levels 3 and 4: what people do differently, and the metric that moves as a result.
- Accessible by default. WCAG 2.2 AA and Universal Design for Learning built in from the first storyboard, so nobody in the cohort is shut out and nothing fails an audit.
- AI-accelerated production, human judgement intact. Custom AI workflows that cut production time dramatically, with a designer accountable for accuracy, quality and learning science on everything that ships.
- Rigour for regulated work. Six years designing where getting it wrong has consequences: NHS clinical governance, CQC-aligned care and a chartered professional body.
- Multilingual and global-ready. Fluent English and German, native Afrikaans, and an AI localisation pipeline, so learning can reach a global, remote workforce without weeks of manual re-authoring.
How I work
I lead with outcomes, not content requests.
The single most useful shift is moving the first question from "what content should we cover?" to "what measurable improvement do we want to see?" Here is the process that follows.
1. Define the result
I start every project with a training needs analysis and a clear, measurable goal tied to a business KPI. If this succeeds in 90 days, what are people doing differently, and which metric moves?
2. Map the behaviours
Using action mapping and backward design, I pin down the specific actions people must perform on the job, and the evidence that proves they can, before any content is written.
3. Design realistic practice
Scenario-based and branching activities, simulations and decision-making practice that mirror the real job, with only the minimum essential information wrapped around them as performance support.
4. Measure and iterate
Pilot, gather behaviour and business data, refine, then scale. Treat the learning like a product, and report impact back in the language of the business.
Where I add most value
Briefs where the difference between good and poor learning has real consequences.
Qualifications, apprenticeships & vocational
Blended programmes and apprenticeship-aligned learning structured against competency frameworks, so outcomes translate straight to on-the-job capability.
AI-enabled production at scale
Standing up governed AI workflows, from localisation pipelines to assessment generation, that let a lean team produce more without lowering the bar.
In their words
What the people who managed me say
Mags is a true expert in digital learning design, always ensuring that learning experiences are engaging, accessible, and impactful. Her ability to think from both a user experience and instructional design perspective makes her an invaluable asset to any learning team. She is creative, driven, and always willing to go the extra mile to deliver high-quality content.
Jessica BeecroftDigital Learning Consultant · managed Mags directly
Proof, not promises
See exactly how I think.
Three case studies walk through the problem, the design decisions and trade-offs, and what changed as a result, from NHS compliance to a governed AI localisation pipeline.
Common questions
Questions I get asked
What does an instructional designer actually do?
A modern instructional designer diagnoses a performance problem, designs learning that changes what people do on the job, builds it to accessibility standards, and measures whether behaviour and business metrics actually moved. It is strategy and learning science, not just building slides.
Do you design accessible, WCAG 2.2 AA learning?
Yes. I build accessibility in from the first storyboard, not bolt it on at the end. I design to WCAG 2.2 AA and Universal Design for Learning as standard, so the whole cohort can access and complete the learning.
How do you use AI in instructional design?
As a force multiplier for production, not a substitute for judgement. I build custom AI skills and governed workflows, such as a SCORM localisation pipeline that compresses weeks of manual re-authoring into hours, while a designer signs off accuracy, accessibility and quality on everything published.
What sectors and types of learning do you work in?
I work in regulated and professional environments: professional bodies, the NHS and healthcare, CQC-aligned care, and corporate compliance. Formats span eLearning, instructor-led and virtual training, microlearning, branching scenarios and blended programmes.
What is the best way to get in touch?
Email or LinkedIn is the quickest way to reach me. I am always glad to talk about learning design and the work I do.
Get in touch
Want to see more of my work?
If you would like to talk about how I work, or see more of it, I would be glad to hear from you.