Road Map for Growth

Creating Corporate Roadmaps for Change Using Transformative Learning Theory

This past year I went through a major transformation, I went from a High School Special Education teacher to a corporate Instructional Designer.  The journey I took is much like a road trip, I spent time planning, I stopped and admired the view and the experience changed me forever.  In transformative learning theory, we (instructional designers) create the road trip in order for learners to grow and change.  

Transformative learning uses community to build support around a learner, this connection and orientation of others into the learners’ world are essential. Transformative Learning creates a safe learning space for discourse and disagreement.  This discourse is one of the anchors of Transformative Learning, the ability to respectfully discuss hot button issues while also coming up with reasoning, using metacognition to think about their beliefs/learning, and reorientation based on the discourse.  While often used in corporate settings to transform learners on sensitive topics such as racism or sexism, research backs up the idea that transformative learning theory strategies are just good learning.  

Designing a Roadmap

When thinking of designing a curriculum for your workforce, I am brought back to the concept of a road trip.  While there are different ways to make it across America, each route depends on several things; road conditions, mode of transportation, season, and destination.   We evaluate where we are and keep our ultimate destination in mind, designing our road trip around the many variables that come with any project;  our intended audience, tools, objectives, and ultimate learning goal.  Below I have included a quick video on a mock proposal I created using transformative learning.

Now that we have an idea of where we are, where we want to go, and what mode of transportation (transformative learning) we have to determine the strategies that will benefit our learners most and are specific to the performance goal.  Start by researching, find a scholarly article that is peer-reviewed and measured, specify conditions such as farming or automation, corporate or education, and get reading!  Erika Boney wrote an excellent article that gives some great applications of transformational Learning in the corporate setting.  

The Strategies

Merriam & Bierema described the work of transformational learning as “…accessing the unconscious world and incorporating it into our conscious being, our ego.” (2013) Transformational learning is about the process the learner endures and how they change in the end. This “soul work” is tied to premise reflection which is a deep thought process, Mezirow describes it as “why we perceive, think, feel, or act as we do” (1991).  

With this in mind, some of my favorite strategies are personalized learning paths, scenario-based eLearning, and metacognition.  Personalized learning paths are beneficial on many levels.  For the learner, it gives them the autonomy to decide how, when and what they will learn.  Learning paths also cut down on work for administration as the learner is driving their knowledge, and becoming more independent.  Serving small pieces of learning within a larger pathway provides better learning retention and can make learning more understandable as well (Gautam, 2021).  

Scenario-based elearning has deep ties in academic literature as well, it is a great strategy to use and works well with transformational learning.  Scenario-based elearning is all about immersive decision-making with the goal of having the learner reflect on the processes, know where to find their resources, and learn by doing. cites several perks to using scenario-based elearning including; increased learner engagement and knowledge retention, confidence building, and a safe place to fail and learn (Hout, 2020).  

Last but not least is metacognition, which I love implementing in corporate learning environments.  Metacognition is about the journey of problem-solving, it happens before instruction such as having a learner make a goal or decide on a pathway.  During instruction such as having learners reflect and rate their performance on a task.  And after instruction in a retrospective of what went well, what didn’t, and what to change for next time. Hattie once said;  “We need to develop an awareness of what we are doing, where we are going, and how are we going there; we need to know what to do when we do not know what to do. Such self-regulation or meta-cognitive skills are one of the ultimate goals of all learning” (Hattie, 2012).

The Conclusion

It may sound cliche, but whoever said: “it’s not about the destination, it’s about the journey” was right!  By building road trips for our learners, we are using evidence-based practices that yield high engagement and knowledge retention.  Research additional strategies that fit your company’s needs, there is so much literature written on transformative learning you shouldn’t have a problem finding something.  Good luck and happy road tripping!

Do you use transformational learning theory? Have you ever heard of the 16 Habits of Mind? Let me know in the comments below!


Boney, E. (2018, December 19). Fostering A Culture Of Transformative Learning 

Through Informal Learning Experiences [web log]. Retrieved March 5, 2022, from

Day, A. (n.d.). Metacognition Importance and Overview. Missouri EduSAIL. Retrieved March 

14, 2022, from

Hout, N. (2020, February 26). The Benefits Of Scenario-Based Learning In Customer Service 

Training. ELearning Industry.

Lorenzetti, L., Halvorsen, J., Dhungel, R., Lorenzetti, D., Oshchepkova, T., Haile, L., & 

Biscette, K. (2019). Community-based mentors and journey guides: a transformative learning approach to social work education. Social Work Education, 38(7), 875–893.

Maiese, M. (2017). Transformative Learning, Enactivism, and Affectivity. Studies in 

Philosophy & Education, 36(2), 197–216.

Merriam, S. B., & Bierema, L. L. (2013). Adult learning: Linking theory and practice

John Wiley & Sons, Incorporated.

Owen, R. (2021). Using Mindfulness to Promote Transformative Learning in Implicit Racial 

Bias Training. Adult Learning, 32(3), 125–131. Personalized Learning Paths Can Put Learners in the Driver’s Seat. (n.d.). Training Industry. Retrieved March 14, 2022, from

My Post Copy (4)

Growth is Uncomfortable – Tips for Teachers Transitioning to ID.

I am seeing lots of disappointed teachers returning to the classroom this fall, first I’m sorry for what you are returning to and I’m sorry we couldn’t do better.  Secondly, don’t give up. I know it sounds cheesy, but there really is a science to this career change and it takes A LOT of work.  I know you are staring at me, with the “I HAVE DONE THE WORK” and you probably did….this market is crazy.  But let me give you a couple of suggestions based on my own observations (absolutely biases and based on my own lens.)

Your LinkedIn Profile could be a problem.

I often come across teachers who are posting about the difficulty in finding work, and then when I look at their profile – they have “Educator” or “Teacher” as a title, their LinkedIn page is bare and/or very educator heavy.  Check out this post about the LinkedIn title formula. As much as it HURTS it’s time to change from who you are to what you WANT to be.  Even in the EdTech field, companies are corporate…while we have proven ourselves in the educational world, we haven’t done the same for corporate.  Yes, I know ALL the reasons why you would be a great fit BUT we have an uphill battle sadly, so put on your boots and let’s climb.

Start changing your language, student to learner, etc.  Simple changes to your vocabulary will be essential not only in speaking with people within the field, your LinkedIn page, your resume but also in interviews. Read Tim Slade’s book, it leads you through the WHOLE process of building eLearning. You WILL use this in your everyday job, I promise. And if you have the money, join his academy – he even has Articulate courses with it.

Brand Yourself & Your Portfolio?

SO MANY times I check out educator’s portfolios and they have no domain. I know this seems simple but this honestly is a telling sign, one of the biggest things moving into corporate was the fear that I was a teacher and didn’t REALLY want to make the move (or I wouldn’t stay.) You have to build a brand that distinguishes you from teaching, this includes a professional portfolio.  Many academies build their portfolios differently but I do believe that having a fleshed-out, professional WordPress website that I built (with the help of some tools…) got me a job.  I also believe my ID-focused blog has brought a lot of positive attention – which has helped with my job search.

The final iteration of my website has no educational pieces, and I removed A LOT of fluff. I also didn’t apply until I had two really fleshed-out eLearning pieces on my portfolio.  These pieces had a quick intro video showing some of the animations, a write-up on them, and screenshots. I got help and feedback from several communities as well as Tim Slade and Tyler Banh. I asked everyone I could to take a look, I absorbed their feedback and made changes. The response I got BEFORE and AFTER this was testament.  Building my portfolio showed my diversity, I can do screencasts, edit a lengthy video, create eLearning, build a website, and everything is branded, and as Tyler Banh likes to say “consistent.”

Track Your Applications

I hear a lot about “I have APPLIED TO SO MANY” but not really a definitive number, this LinkedIn post was telling, she applied to 188 positions! But as many people say, it only takes ONE yes. After I found this post I started my own spreadsheet and kept track of my applications. While I felt I had applied to so many, it wasn’t REALLY that much. And to put it into perspective many people (besides cybersecurity analysts and programmers) are applying for HUNDREDS of positions.

Be Realistic

I see a lot of teachers attempting to apply for big positions right away, Senior positions or positions at Wayfair, Amazon, etc. Start small. I looked at “uncool” industries like cybersecurity or cloud service providers (these two industries will only grow.) Credit Unions seem to be partial to teachers, I think it’s both the philosophy AND that we can pass background checks like nobody’s business. EdTech positions are getting applications in the HUNDREDS – think about your background, where you want to go, and apply strategically. Remote positions without a previous ID position under your belt or a REALLY solid brand/portfolio will be difficult. Look local, that’s how I got in…I live in a rural area and with my educational background, I was ahead of the hiring pool.  From what I have heard in the industry, you should start with a local position, then move to remote, and then you’re golden. And don’t be afraid of contract work…if it’s a W2 position (1099 is a hot mess tax situation.) Some have benefits or even 401ks and it can often get your foot in the door at some legendary companies (Apple, Google, etc.)

Change Your Resume…Again…

Please, meet with someone from, its free and they will walk you through adapting your resume from teacher language to corporate language. I have changed my resume several times and after meeting with Tyler I finally feel my resume is where it should be.  The ATS checker is real, sadly no one reads resumes…a computer does. And if that machine doesn’t ding green, you aren’t going to have a human look at it.  If you are getting constant denials or just plain ghosted….I would bet it was that.

Be Careful who you Trust

I really wish I didn’t have to type this one out. There are a lot of helpful people on the internet (I guess myself included) however some may not have the experience or background you think.  If someone who has NEVER worked a corporate job is telling you what you need to do to build your portfolio…I would analyze that.  If someone has been out of the market for several years and is calling teachers entitled, I would analyze that.  Also, Academies are not a cure-all, they will NOT get you a job in ID (they may help depending on the author though). And salaries are all over the place, no academy can guarantee any salary. Please investigate the resources that Cara North has posted before you put your money down. 

Also, not every company is legit. Vet their website, do they have a lock displayed in the address bar (this indicates that it’s secure), is the website fleshed out? Can you search them on Glassdoor, LinkedIn, or Indeed? Do your research and follow your gut, lots of people out here trying to steal everybody’s SSN.


I cannot talk about this enough, it’s very foreign for teachers to do this…we often go to the district website to apply and BOOM we have an interview. As a Special Education teacher, I got every position I ever applied for…so it was HARD when I started to get 100’s of rejections (and believe me I wavered a lot about this transition.) But the biggest thing was following companies I wanted to work for, following the companies that are in the same industry as what I wanted to work in, and then interacting with posts by the company or that the company liked. At first, I built a strong connection with teachers who had or were transitioning but then I started to branch out to other seasoned Instructional Designers, and you know what? They taught me some amazing ID concepts – but I also brought my own STRONG educational background – especially inaccessibility. I love nerding out on learning and other IDs do too! So don’t be afraid to make those connections and you will find that many like job postings or post jobs…BOOM instant-in!


My AhHa Moments building a Scenario-Based eLearning Course

The final project for OPWL 551 has been a massive undertaking, even though I currently work in the field of instructional design I never imagined one project would wrap my mind as this has.  While I am confident in my design abilities (always room to grow) and even my technology skills in Articulate, pulling it all together to create a massive branching Scenario-Based eLearning project was astounding!  I have found throughout my process of building my portfolio I struggle without concrete examples or topics to work from. In my position now, I am given projects and I fly, but thinking up a random topic to build a course around has been difficult in the past.

The usual sentiment is to go with something you know, so I originally thought about something teaching-related. I built a project plan for using accommodations within the classroom but felt like it wasn’t something I wanted on my portfolio so I went back to the drawing board.  I realized my answer was staring me right in the face, currently enrolled in Tim Slade’s eLearning Designer’s Academy, I remembered the case study I was working on and the project that I was intended to create to complete the course. With a new sense of focus, I crafted a new project plan using Tim’s template and submitted it.

From there I began to design the branching scenario, I knew I wanted to focus on customer service for phone representatives of a web company.  After reading Clark’s book I knew that I wanted to have a pretty complex branch, with three options for answers; Best, Adequate and Inadequate as well as having three pathways that had varied interactions with the customer based on the Learner’s previous choices but always allowing them to make it back to the main “best” path. Additionally, immediate and personalized feedback seemed best, so I made sure add that in for every choice.

When I started to design the pathway, it was difficult to visually understand how this would translate to Articulate so I started to do some extra research and a post on the eLearning Heroes community helped me visually see how to take a branched scenario and put it into Articulate. I also reached out to Tim Slade who pointed me towards one of his own projects, allowing me to reverse engineer it – I often kept this open while I worked through mine to ensure accuracy.  I started to design my branching scenario and ultimately came to this:

My Scenario-Based eLearning Branching Scenario Flow Chart

One major aspect of this design was color coding, for my own neurodiversity I was able to see the path more clearly and understand how the choices would influence a movement between the scripts.  I wanted this to be interactive, every choice made the interactions more difficult but always gave a chance for the learner to “redeem” themselves and make it back to the “green” path which Clark wrote was essential for designing the branching scenarios.

Once I got this done, I printed it and started to build the course, I could check off the terminals as I created the slide, and it was highly efficient in keeping me in line.  I wanted to push myself a little in Articulate and included some strategies like personalization, during the introduction Learners input their names and the next slide allows Learners to choose an avatar, both supported by Clark’s book and a recommendation from Tim Slade’s “Dealing with Angry Customers” project.

Another piece of the color-coding was using intrinsic feedback, on each feedback slide, the customer has a background based on their mood (and the response from the Learner.)  This was why it was so important to include different slides/interactions at each challenge level, I wanted the interaction to be authentic.  I previously have worked for both Netflix and Amazon in their call centers, so I used a lot of my own experiences with customers to craft logical and plausible interactions. When dealing with customers, they do not just go back to “happy” or “green” unless you go above and beyond to problem solve and fix the interaction, it was something I wanted to be central to this project.  While the project was a massive undertaking, it pushed me to use slide masters, become even more efficient at creating slides, and thinking about the large picture of where the learner would be going.

When I started to build my storyboard, which I did do in tandem with some light Articulate design (again I prefer to SEE the layout etc.) I got stuck again, trying to organize all of the choices, the personalized feedback for each slide, and the multiple challenge questions…I decided to build my own storyboard and make it color-coded.

An example of my Storyboard, the box is one slide (green path) with the options underneath based on Best, Adequate and Inadequate.

In closing to this long-winded post, I am so glad to have taken this course and learned so much about scenario-based eLearning that I plan to continue to grow in.  I already have an idea for a course at my current position that would use a different style that Clark mentions which is an interface for more diagnostics approaches and I am excited to get started!  In future projects, I feel like I am getting a flow down, and realizing that while there is a clear design and application process each project will have its own process, and that’s okay. The more I am able to research, adapt and change the better! And now…I can finally sleep for a week before the fall semester starts!   

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Week 5 Tool: The Learning Coach Podcast

Every day I commute to work in Southern Oregon, coming from California the commute is a dream, about 40 minutes distance with an easy freeway with very little traffic.  However, as I bring my son into town to go to school I cannot listen to my normal true crime podcasts and had to start looking outside of that realm for a daily driving experience. The obvious choice was instructional design podcasts and I quickly came across The Learning Coach podcast, with Connie Malamed.  Connie does a great job of breaking down content, getting subject matter experts on the show, and making everyone feel welcome to the table.  I recently came across her episode on “Why You Need Scenario-based eLearning” which brought Dr. Clark onto the podcast to discuss a range of topics that are important to Dr. Clark and Connie. One of the strengths of the podcast is that she has created some great questions and topics but fits them into 20 minutes.  I really enjoyed finding out WHERE Dr. Clark had started the framework for Scenario-Based eLearning and how she defines everything.  While Dr. Clark’s book is really thorough and appeared scientifically backed Dr. Clark really goes into the evidence-based background that SBeL is based in.  This is a great resource to listen to for just this episode but also a great podcast to bookmark and listen to often!

Learning Reflection #5

As a transitioning teacher, it has been extremely tough, I never expected that while many start at 0 in the hiring process I am starting at -10.  I have to prove myself competent, I have to prove my tech skills and the fine line between relating my experience as a teacher and being seen as “too treachery”.  In an informal interview this week, simply a phone screen with the Manager of the department, we discussed her needs and I immediately went to scenario-based learning as a solution.  

The manager immediately perked up and we discussed how she also loves scenario learning, at the end of the call she encouraged me to apply, she said I sounded great.  And then there was the inevitable but….”but you have no corporate experience, I am not sure you will get past the recruiter.” she replied. I was devastated, my job fits perfectly in Instructional Design, I have almost two masters in education and a wealth of experience, and yet it feels like it hurts me?  

While I am still grappling with my “pivot” I am excited to continue to learn about SBeL and feel that the book we are reading could be one of the most important I read, and something I will refer back to often. It’s something I did in teaching. I even have a Mystery game I built for the Salem Witch Trials in PowerPoint, where the student is immersed in the world of Salem. The learner ultimately has to deduce who lied and what was happening in the Salem Witch trials. I am excited to see how my skills in this area continue to grow in this area and how I can translate these skills into corporate experince.