What is it like to work with me?
You know your subject. You don't need to know the technology.
Really.
Some of my favorite projects start with an expert, an idea of what they want to teach, and a lot of knowledge in their head.
You don't need to arrive with a perfectly written curriculum, professionally recorded videos, beautiful slides or any idea which learning platform to use.
You can come to me with a rough table of contents and record yourself talking freely about your subject.
That's enough to start.
We talk first. I want to understand what you're trying to create, who you're trying to reach, what you want them to learn—and what you're imagining when you picture the finished project.
Then I start figuring out how to get us there.
I genuinely enjoy entering someone else's world.
This is probably my favorite part of the work.
When you bring me a subject, I get to learn it.
I read your material. I listen to you explain it. I ask questions. I go through your presentations, recordings, papers and references until I understand enough to start seeing the structure underneath all that expertise.
Then different questions begin to appear.
What does the learner need to understand first?
Where should we slow down?
What can we remove?
Would this make more sense as a diagram?
Should they watch this being demonstrated rather than read about it?
Does this need slides? A video? Audio? A downloadable reference? An exercise? A quiz?
What might be obvious to you after twenty years in your field but completely new to someone seeing it for the first time?
That's the part I love.
I have a PhD and a background in engineering and science, so complicated material doesn't intimidate me. My experience also spans psychology, healthcare, lifestyle medicine, health coaching, health communication, technology and design, so there are many professional worlds where I already speak at least some of the language.
And when I don't?
I learn.
That's something I've been doing all my life.
Sometimes it starts with someone talking to a camera.
A recent medical education project is a good example.
The subject was dermoscopy—a highly visual, specialist area of medicine.
The expert didn't need to learn how to become an instructional designer, graphic designer, video editor or e-learning developer.
They needed to teach.
We started with a rough course structure and recordings of the subject being explained naturally.
I took it from there.
I worked through the material, learned enough of the subject to understand how the concepts connected, divided the content into lessons, developed the slides and visual language, and considered where supporting materials, activities and assessments could make the learning experience stronger.
From the expert's knowledge and recordings, we created a pilot digital learning module.
That's a good example of how I like to work:
You remain the expert. I help your expertise become an experience for someone else.
Writing. Slides. Diagrams. Graphic design. Video. Audio. Podcasts. PDFs. Assessments. Websites. Learning platforms. Interactive activities. E-learning. AI. Print.
I've spent years collecting skills and experimenting with technology, and I still do.
But I don't start with the tool.
I start with:
Who are we trying to reach?
What are we trying to communicate?
What do we want them to understand, remember or be able to do?
Then we decide what belongs on the screen.
Sometimes a professionally produced video is exactly what we need.
Sometimes a simple diagram will teach the idea better.
Sometimes we need a complete online course.
Sometimes we don't need a course at all.
The technology should serve the idea—not the other way around.
I have a lot of tools in my toolbox.
And sometimes education is only part of the picture.
This is particularly true in healthcare.
Sometimes we're trying to teach someone something.
Sometimes we're trying to help them develop a skill.
And sometimes education is part of a broader experience designed to support decision-making, self-management or behavior change.
My background in psychology, health communication, behavior change, lifestyle medicine and digital health means I'm particularly interested in that space between education and intervention.
A project might become patient education, a self-management resource, a behavior-change program or part of a broader digital health intervention.
The question is always the same:
What are we actually trying to help someone achieve?
Once we understand that, we can design around it.
If technology isn't your thing, that's fine.
I'll guide you through what I need from you.
We might have a Zoom conversation. I might send you a questionnaire. If you need to record something, I can show you how. If I need information in a particular format, I'll give you an example. When useful, I can create short videos, instructions or PDFs to make the process straightforward.
You shouldn't have to spend your evenings learning unfamiliar software just because you want to share what you know.
That's my part.
Your part is your expertise, your feedback and your vision.
And we'll keep talking throughout the process.
You won't be left figuring things out.
A lot.
I don't see visual design as decoration added at the end.
Typography, layout, diagrams, imagery, pacing and consistency all influence how people experience information—and whether something feels clear, credible and worth paying attention to.
So yes, I will probably care about the spacing.
And the typeface.
And whether that diagram really needs twelve arrows.
I want the finished work to feel as professional as the expertise behind it.
For professional education, that also means thinking about the less glamorous details: learning objectives, assessments, appropriate structures and relevant CME/CPD requirements or templates where applicable.
I can design materials with those requirements in mind, while formal accreditation and approval remain with the appropriate accrediting organization or specialist.
I care about how things look.
There is another practical advantage to the slightly unusual collection of things I've learned to do.
The person understanding your content can also be the person thinking about the learning experience.
And the communication.
And the visuals.
And the technology.
And how all of those pieces fit together.
You don't have to explain the same idea separately to a writer, instructional designer, graphic designer, video editor and web developer and hope everyone eventually arrives at the same vision.
For the projects I take on, I stay close to the work.
I think that makes the process simpler.
It also makes it much more personal.
One conversation instead of six.
When should you talk to me?
Talk to me if you're sitting on knowledge that you think should reach more people.
Maybe you've been teaching the same subject for years and want to take it online.
Maybe you're a healthcare professional with an idea for a course.
Maybe your university, society or professional organization wants to create digital education or CME/CPD.
Maybe your company has something technically complicated that clinicians, customers or professionals need to understand.
Maybe you're developing patient education.
Maybe you have an evidence-based health program or intervention that needs to become a digital experience.
Maybe you have years of presentations, recordings and documents and suspect there's a course hiding somewhere inside them.
Or maybe you have an idea that doesn't fit neatly into any of those descriptions.
Those are often the most interesting conversations.
Because I work personally on the projects I accept, I only take on work that fits realistically into my schedule.
Small, clearly defined projects can sometimes move very quickly. Larger courses, platforms and educational programs need to be planned around my project calendar.
And we don't necessarily have to begin with the whole thing.
For larger ideas, I often like the idea of starting with a pilot: one module, one piece of content or one clearly defined part of the experience.
You get to see how I work.
I get to understand how you work.
And together we get to test what the larger project could become.
We can start small.
What about my portfolio?
A lot of the work I do isn't sitting openly on the internet.
Some projects live inside professional education platforms. Some involve medical or specialist content. Some are subscriber-only, internal or simply not mine to publish publicly.
So I don't maintain an exhaustive public portfolio.
Instead, once we've talked and I understand what you're trying to create, I can share relevant examples of previous work privately where I have permission to do so.
I'd rather show you three things that are relevant to your project than twenty things that aren't.
I like working with people who care deeply about what they know.
People who have spent years developing expertise, researching something, treating patients, teaching, building, experimenting or solving a problem—and now want to help other people understand it.
Sometimes that means helping one expert teach hundreds of professionals instead of twenty people in a room.
Sometimes it means helping a patient finally understand something that has never been explained clearly.
Sometimes it means helping a small organization create education that looks and feels as professional as the people behind it.
That's the part of this work that matters to me.
Good knowledge deserves to travel.