OWEN HAYES
Explore my projects, learn a bit more about me and, if you'd like to get in touch, I'm just a message away!
Articulate Storyline 
Articulate Rise 
Camtasia 
Synthesia 
Adobe 
Coassemble 
Canva 
Pendo 
WalkMe 
Canvas 
Moodle 
Markdown 
HTML 
CSS 
JavaScript 
GitHub Articulate Storyline Articulate Rise Camtasia Synthesia Adobe Coassemble Canva Pendo WalkMe Canvas Moodle Markdown HTML CSS JavaScript GitHub Articulate Storyline Articulate Rise Camtasia Synthesia Adobe Coassemble Canva Pendo WalkMe Canvas Moodle Markdown HTML CSS JavaScript GitHub 
About Me
I am a Learning Designer who is passionate about creating world-class learning experiences. I specialize in blending educational theory with technology to drive performance improvement in organizations.
Learn more about meFeatured Portfolio
Operational simulator: Freight forwarding & logistics
Game-based learning: Cybersecurity awareness month
Digital Adoption Platform Implementation
My Approach
The choice of learning experience is always driven by the specific performance outcome and the environment where the skill will be applied. It is common to feel pressure to rush into building courseware in response to external demands, but I believe in first evaluating if training is the best solution for the problem.
For instance, if a customer service team is struggling with a new policy, a 30-minute course might be less effective than a job aid such as a PDF flowchart.
My goal is to identify the most efficient tool for the job, so the final solution provides real value without adding unnecessary friction to the learner's day.
I view SMEs as essential partners, and I work to build a strong relationship so they feel supported rather than interrogated. That usually means bringing high emotional intelligence, clear communication and a structured process to the collaboration.
I guide our work using a methodology like Action Mapping or a Training Needs Analysis: we start by identifying the business problem or performance issue, then map the specific on-the-job behaviours that will solve it, and finally design targeted practice activities.
This approach helps us move beyond sharing information and instead distil expertise into actionable steps that result in measurable performance improvement.
I align evaluation to the original business goals by defining outcomes before any content is built. Kirkpatrick’s model can be useful, but I’m careful not to over-rely on end-of-course “smile sheets” as evidence of impact.
Instead, I focus on measures that predict and support transfer, inspired by research such as Dr. Will Thalheimer’s work. For example, I replace generic satisfaction questions with performance-focused items about confidence to perform and intent to apply.
This produces more actionable feedback that connects the learning experience to real workplace outcomes.
Many learning projects fail because they become information dumps rather than genuine learning experiences. Organisations often optimise for content coverage instead of memory, practice and application.
To fix that, we have to shift the focus from what learners should know to what we need them to do on the job.
By designing for practice, feedback and realistic decision-making, learning sticks — and performance improves.
For me, engagement comes from research-backed practice and respect for the learner’s time. Tools and interactivity matter, but they should serve the learning goal — not distract from it.
I rely on established learning theory (for example Mayer’s Principles of Multimedia Learning and Julie Dirksen’s work) to keep experiences focused, clear and effective.
The aim is purposeful practice: learners spend as much time as possible doing authentic tasks rather than passively consuming content.