Hi, I’m Ran.
I design strategic learning experiences that empowers learners to bloom.
Here’s what I do as a
Learning Designer.
Designing Experiences.
Working at the intersection of content creator, graphic designer, proofreader, quality reviewer, and project manager—otherwise known as a Learning Designer, I partner with subject matter experts in higher education, guiding projects from needs assessment and blueprint design to content development and final quality reviews. I love incorporating dynamic resources—such as infographics, multimedia, and educational technologies—to create engaging, multi-dimensional learning experiences.
Building Strategies.
I am a learning strategist who evolved from a product strategist. From my previous roles as a global smartphone strategist and a localization project manager, I gained laser-focused needs analysis, product planning, and project management skills, which provided me with a strong foundation for building robust learning strategist. My goal is to create data-driven, learner-centred strategies that go beyond the product.
Innovating through a Learner’s Lens.
As a lifelong learner at heart, I am always open to something new, and I truly enjoy the process of learning. From my own experience as an adult learner, I have the eye to analyze through the learner’s lens and develop creative design solutions. I’m completing my Master’s degree in Educational Technology at UBC, and lately, I have been learning computing languages such as HTML and JavaScript, aiming to build a website from scratch.
We’ve worked with some of the best companies.
As a Learning Designer, I see myself as a gardener. I design the environments where every seed blooms, and this is the ground where my roots are planted.
This is what I believe about learning.
Learning is a communal ecosystem.
Learning should never be lonely. Echoing social constructivist principles, I believe we learn better together. We saw how social isolation stifled growth during the pandemic; this is why I prioritize creating interactive content and social learning communities. I don’t just build courses; I cultivate dynamic learning ecosystems.
Learning grows through trial and error. Growth requires the freedom to fail. I believe that mistakes should never be punished; instead, they should be encouraged as essential data points in the learning process. I respect that everyone’s start and finish lines are different, which is why I value progress over perfection.
Technology is the trellis, not the plant. Technology is not a replacement for learning; it is the support structure that enhances the experience. For me, integrating technology isn’t a “whether” question, but a “how” question. I don’t use technology to make learning look “pretty”—I use it to make learning work.
Learning is the destination. The purpose of learning isn’t always to acquire a trophy or outpace others. The process itself is a worthy goal. I believe that when we truly enjoy the act of discovery, the learning sticks. My role as a designer is to make that journey so engaging that the process becomes the prize.
The garden is open to everyone. There should be no barriers to growth. I see my role as removing the roadblocks that hinder a learner’s path. I am committed to design that is accessible, sustainable, and equitable for every individual who enters this space.