Course & Curricula Development

When good intentions don’t translate into good learning

You care about learning.
You want your course, training or programme to work well.

Yet something feels off.

Students (or other learners you work with) show up, but learning falls short.
Key ideas do not quite land.
Transfer to practice is difficult.
Feedback does not carry through.
And improving things keeps getting postponed.

Moving from questions to clear design choices

This is where I work with educators and teams in higher education and professional organisations.

Together, we look closely at what is actually happening in teaching and learning.
Where things get stuck.
What really matters right now.

From there, we translate questions into clear, workable design choices.

Not abstract principles.
Not a full redesign unless it is truly needed.
But deliberate decisions you can act on.

This may mean:

• refining an existing course
• rethinking how a programme fits together
• developing a new training or learning initiative
• aligning learning across teams or disciplines

Always with everyday practice in mind.

What changes when we work together

After working together, courses and programmes tend to feel different.

• Learning becomes clearer and more coherent
• Design choices are easier to explain and defend
• Teams share a stronger sense of direction
• Improvement no longer depends on constant redesign

The aim is learning that keeps working over time, even as contexts change.

Everything is shaped in co-creation.
Grounded in your questions, your learners and your everyday practice.

How I work

My way of working is thoughtful and practical.
Always grounded in your context and everyday reality.

Everything happens in co-creation:

• we start from your questions and your practice
• we work on what is already there
• we focus on what really matters right now
• we make choices you can actually act on

I work alongside educators and teams.
Helping bring focus to complex questions.
Supporting deliberate decisions about what to change, and why.

Having taught, designed and developed courses myself, I am familiar with the tensions that come with curriculum choices, assessment, time pressure and competing demands.

Where helpful, this work is informed by evidence and insights from the Scholarship of Teaching and Learning.
Not as an extra layer, but as support for making better design choices.

The aim is not to redesign everything from scratch.
It is to make small, well-chosen adjustments that strengthen courses and programmes — in ways that last.

Getting in touch

If this sounds like a good fit, you are welcome to get in touch.
You can message me here or email me at info@irmact.com.
We can start by exploring your questions and seeing what might be helpful.