Designing for learners is one thing. Designing for learners inside is another.

When your learners are incarcerated, the usual assumptions behind course design can disappear: reliable internet, personal devices, unrestricted access to information, familiar technology, flexible learning environments, and even the ability to choose when and how you learn.

Far from being an afterthought, constraints directly shape the design process.

I create learning experiences and instructional materials around the realities of correctional education rather than adapting conventional courses as an afterthought.

That means thinking differently about access, motivation, technology, literacy, cognitive load, autonomy, engagement, assessment, and the physical and institutional environment in which learning takes place.

My approach combines instructional design, learning science, storytelling, and firsthand knowledge of incarceration to create education that works within those constraints without allowing those constraints to define what learners are capable of.