Video Collections Learning Framework
THE BRIEF
Digital transformation programs often struggle not because the tools are unavailable, but because the learning infrastructure to support adoption is underdeveloped. This project emerged from a recognized gap. There was no centralized, structured framework for organizing video-based learning resources across a complex multi-platform technology ecosystem. The audience spanned the entire workforce, from new onboarding personnel and civilian hires to senior leadership, engineers, data teams, and change practitioners. The primary learning objective was to establish a scalable, milestone-driven structure that connected digital tool usage to genuine behavior change, not just skill acquisition.
THE PROCESS
The design approach was grounded in ADDIE, with particular emphasis on the Analysis and Design phases. Before any content could be identified or curated, the framework needed to define what learning should look like across 19 milestones organized into six thematic groups: Foundation, Collaboration and Communication, Data, Workflow Efficiency, People and Culture, and AI.
Each milestone was developed with both technical and behavioral learning objectives, recognizing that digital transformation is as much a cultural shift as a technical one. The framework incorporated learner-level differentiation (Beginners, Intermediate, and Advanced) and five content-intent categories to guide curation. A metadata model with 19 fields was designed to ensure consistent contribution, scalability, and long-term manageability. Stakeholder input was gathered across four organizational working groups: Process, Data, Culture, and Strategic Communications, with additional input pending for a subsequent revision. The deliverable also included a Quick Reference Guide to support content contributors across the organization.
THE OUTCOME
The framework provided content managers and organizational stakeholders with a specific, detailed structure to contribute learning resources consistently and effectively. Learners and administrators gained a clear map of what the organization needed to learn, why it mattered, and how learning should progress across levels and functions. The deliverable was designed to be specific enough to build from, flexible enough to grow as the tool ecosystem expanded, and structured enough to surface gaps as content was identified and populated.
SKILLS DEMONSTRATED
This project required the full application of instructional design principles, from needs analysis and learning objective development to content architecture and learner differentiation. Adult learning theory informed every design decision, particularly in how behavioral objectives were framed alongside technical ones. UX thinking shaped the metadata model and folder structure, ensuring the library would be intuitive for contributors and learners alike. Cross-functional stakeholder collaboration was central to the work, requiring alignment across diverse audiences and organizational priorities.
REFLECTION
This project taught me a lot about designing for large, diverse audiences, people who come in with very different levels of experience, comfort with technology, and organizational context. Looking back, I would have brought all stakeholder groups to the table earlier to avoid revision cycles down the line. I am proud of this piece because it shows a side of instructional design that often gets overlooked: planning that has to happen before any content is ever created.
