Learning Experience Architect
Learning Experience Architect
Workforce Development Virtual Reality Training
Role: Lead Instructional Designer | Format: Virtual Reality | Audience: Pre-Apprentice Electricians | Scope: 55 Procedures
Project Summary
The goal of this project was to create an immersive training program for incarcerated individuals nearing the completion of their sentences, giving them the opportunity to earn pre-apprentice electrician certification and prepare for employment after release. The program included a fully immersive virtual reality environment with 55 individual procedures and lessons.
The instructional approach followed a see one, do one, assess model. Learners first viewed 360-degree, first-person demonstrations from an experienced electrician to observe each task and procedure. They then entered a virtual environment equipped with the tools and resources needed to practice the same tasks. Guided instruction walked learners through each step, reinforcing proper tool use, sequencing, and procedural accuracy.
After completing the guided practice, learners were assessed in the virtual environment and required to perform the procedure independently and without errors before progressing to the next lesson. This created a clear path from observation, to rehearsal, to demonstrated performance.
The program was well received and was eventually expanded beyond the correctional classroom for use in other pre-apprentice electrician training programs. Learner feedback showed strong engagement with the immersive rehearsal environment, particularly because it provided meaningful hands-on practice before formal assessment.
Challenges and Solutions
One of the biggest challenges was ensuring the immersive experience remained focused on training rather than gamification. Learners needed to master every required step, particularly those involving equipment and personal safety, so engagement could never come at the expense of procedural accuracy.
To address this, we incorporated first-person demonstrations from an experienced electrician, supported by instructional narration. This became the “See One” component of our See One, Do One, Assess model. Learners could observe an entire procedure in a realistic setting before entering the virtual environment to perform it themselves. This approach was well received by stakeholders and testers because it allowed learners to focus first on the procedure itself, without simultaneously having to learn the controls used to interact with the simulation.
Another major accomplishment was the development of “Day in the Life” scenarios at the end of each major section. Rather than simply repeating individual how-to procedures, learners were presented with realistic job situations that required them to apply skills and knowledge from multiple previous lessons.
These scenarios could include approximately 60 tracked actions within a single procedure, providing feedback throughout the experience and evaluating whether learners could correctly apply what they had learned. This progression moved learners beyond following individual steps and challenged them to use critical thinking, procedural knowledge, and practical decision-making to complete realistic job tasks.
My Role
As the Lead Instructional Designer, I was responsible for developing the instructional content for the entire program and architecting the learning experience from beginning to end. I designed the sequence of all lessons and procedures, ensuring that each one built logically on previous instruction and included a clear learning objective with a defined path for learners to achieve it.
I worked closely with Subject Matter Experts (SMEs) throughout development to validate technical accuracy and ensure the instruction reflected real-world practices. To help control schedule and development costs, I documented each lesson in detailed storyboards before production began. These storyboards went through extensive SME review and revision before being approved and handed off to the multimedia development team for implementation.
I was also heavily involved in the design of the virtual learning environment and learner interactions. This included determining how users would navigate procedures, interact with tools, receive guidance, and progress through each task. A major consideration was preserving the realism of the actual work environment while providing enough virtual guidance to support the learner without distracting from the learning objective.
Throughout development, I performed quality assurance and functional testing on each build iteration. I verified that the instructional content, controls, interactions, feedback, and overall experience accurately reflected the approved design. My goal was to ensure that a learner entering the program for the first time could successfully build the knowledge and skills required to complete assessments and work toward certification.