The Learning Brief
I wanted the learner to feel like a participant in the work, not an observer of someone else's process. The experience was built around moments that require interpretation, judgment, and commitment rather than simply explaining what good analysis looks like.
The Thinking
Let the learner do the work
Instead of explaining the analysis process, I gave the learner incomplete information and asked them to decide what mattered.
The Design
Interaction with a purpose
I used Storyline selectively, reserving interaction for moments when a decision, comparison, or consequence added something the narrative alone could not.
I deliberately resisted giving the learner a clean path forward. The stakeholder perspectives introduce friction at the point when the answer begins to feel obvious, creating space for uncertainty, reconsideration, and judgment.
The Shift
