Learning design that changes behaviour.
I'm Dan, a learning and development specialist with 10+ years' experience turning complex information into practice-based training with measurable outcomes.
Trusted to design and deliver learning across corporate, higher education, sport, and government.
Here are a selection of programs I've designed end-to-end, from national accreditation pathways to interactive branching scenarios, each one built around a real problem, a measurable outcome, and the people who actually had to use it.
Club Coach Educator accreditation
Training 400+ coach mentors.
The challenge
Two problems needed solving at once. Following the Australian Human Rights Commission's Change the Routine report, gymnastics needed coach mentoring to genuinely embed inclusive, athlete-centred practice, not just tick a compliance box. At the same time, clubs were struggling to get beginner coaches trained and accredited. The existing assessor accreditation was long and complicated, reasonable for a full-time coach educator but disproportionate for a club that only brought on one or two new coaches a year, leaving many clubs without anyone locally qualified to train and certify their own beginners.
The approach
I designed a blended accreditation pathway that tested theory through two self-paced eLearning modules, followed by face-to-face sign-off. An independent assessor observed the prospective CCE training a junior coach in a real session, watching for their application of athlete-centred practice.
Supporting resources, including interactive PDFs and an online Community of Practice, were built to be simple to use, giving mentors an easy way to learn from each other alongside the formal steps. Every part of the pathway was built around practical skills, not what they could recall on a quiz.
The outcome
Trained 400+ coach mentors nationally. The pathway embedded inclusive, athlete-centred practice into everyday coach education, turning the AHRC's recommendations into lasting behaviour change,
Try it yourself: Click the image below to play through a branching scenario. 5 - 10 minutes
Built on Richard Mayer's design principles, this branching scenario it lets users make mistakes, correct course, and explore deeper dialogue, building real skill in handling hard conversations.
Gamified eLearning
Investigate your own choices to crack the case.
The challenge
Standard reflection activities, a debrief screen or a summary at the end of a scenario, are easy to skip or skim. Learners needed a reason to genuinely examine their own choices rather than click past them, especially after a branching conversation scenario where the real learning happens in reviewing what they chose and why.
The approach
I designed the module to replicate the feel of nostalgic detective games, giving learners agency to explore and complete sections in whatever order they choose. The challenge is calibrated so that learners must genuinely engage with the content to progress, not click through on autopilot. Both choices, self-directed exploration and meaningful difficulty, are grounded in foundational adult learning principles.
The outcome
Now embedded in the annual professional development content for all coaches, and forms part of the new coach starter program, reaching every coach entering the sport from their very first year.
Try it yourself: Click the image below to play through a branching scenario.
10 - 20 minutes
Designed for new coaches aged 15 - 22 the Self-Reflective Detective Course is a gamified online learning experience that fosters self-reflection in coaching practices.
Compliance ready onboarding design
Matching the learning method to the skill being developed.
The challenge
The legacy onboarding grew organically and relied heavily on theory and facilitator expertise. The prevailing belief was that experts were the best people to deliver training and that all content must be delivered face-to-face. Case Manager proficiency varied by cohort.
The approach
Used needs analysis and backward design to map proficiencies against expected job performance, then matched each desired outcome to the most effective learning method. Interactive PDFs provided reusable performance support, eLearning walkthroughs demonstrated processes step by step, realistic simulations allowed learners to practise decisions safely and facilitated masterclasses built confidence through roleplay, discussion and feedback.
By starting with the end in mind the learning was sequenced in a logical order. By moving to practice-based training facilitators can accurately assess learner understanding.
The outcome
New hires are demonstrating higher skill levels, and faster uptake of new content. The consistent structure and documentation allow any member of the delivery team to facilitate training, not just the ones they have direct experience with. This has reduced both key-person risk, and overall risk to the business from simple Came Manager mistakes.
Job aid design
Try it yourself: Click the image below to see how a process was explained prior to in person training. 10 - 15 minutes
Job aid design
This interactive PDF is a companion guide to assist Case Managers as they navigate mental injury claims. The content was developed with SMEs and developed using InDesign.
Meet Dan
I’m driven by curiosity for new information and empathy for learners experiencing content for the first time. Central to both is a need for clear communication. I enjoy meeting with subject matter experts and figuring out how to translate their knowledge into manageable chunks that can be easily shared with new audiences. Although I primarily work in the online space, I have extensive experience as a face-to-face trainer and facilitator. The skills I gained as a Corporal leading a catering detachment in the Army reserve and as a Public Speaking Trainer have been invaluable in allowing me to develop blended learning activities.
When I’m not designing education, I can likely be found experimenting in the kitchen, reading epic fantasy or hiking Victoria’s high country.
Contact me
danielkamateros@gmail.com
0413360015