I turn abstract ideas about thinking and learning into simple models that people can apply immediately.
I am a learning designer and linguist.
For over 20 years, I have designed learning, tasks and assessments for universities, professionals and organisations.
My work starts with what people need to be able to do, not what needs to be taught.
I identify what is preventing people from doing what they need to do and develop the tasks, assessments and learning structures needed to close the gap.
I design around those needs, not around content delivery or linear progression.
How I work
We begin with a concrete situation.
We define what needs to happen, under what conditions, and what successful performance looks like.
I then design the tasks, assessments, tools and learning structures needed to support it.
Language education is one part of this work. I work in English, German, Swedish and Dutch with individuals and teams in situations where language needs to function.
The starting point is always the context you’re dealing with.
How the work is structured
Each project follows a simple structure:
Input → Output → Review
Input
Relevant information, language, models and materials for the situation.
Output
Active use through explaining, deciding, communicating, producing or doing something.
Review
Examination of what shaped the result, what worked and what needs to change.
The structure is adapted as the work develops.
Simple tools and scaffolds help people focus their attention, make decisions and act under real conditions. They are reduced when they are no longer needed.
The aim is greater independence.
Who it is for
I work with individuals, teams, universities and organisations.
The work is relevant when:
- learning needs to produce action rather than content coverage;
- tasks or assessments do not measure the capability that matters;
- people need support to think, decide or communicate more effectively;
- language needs to function in meetings, presentations, professional communication or assessments.
The context and scale may differ.
The design principle remains the same.
What I do not offer
I do not offer standard language training, textbook-led courses or programmes organised around content coverage.
I do not begin with an existing solution and fit people into it.
I do not separate learning from application.
People use what they are learning from the beginning.
Collaboration
Each collaboration is organised around:
- a clearly defined situation;
- an observable change in performance;
- continuous review and adaptation.
The duration depends on the situation, the starting point and the intended outcome.
Most collaborations last from several weeks to several months.
Contact
Describe a situation in which people are not yet able to perform as required. Include what they need to do, where the difficulty appears and why it matters.
That is where the design begins.