Learning Experience Designer

Hi, I'm
Elena Ryzhova

Designing learning that works.

I design learning architecture that works — connecting business goals, product logic, and the learner's experience. I start with research, build the structure before anyone writes a single lesson, and make sure outcomes are measurable from day one.
9+ years of experience in systems thinking and implementation, now applied to learning design.
Professional retraining in Learning Experience Design (465h, School of Education).

✦ core strength: turning messy processes into organized learning systems

Elena Ryzhova
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How I Can Help

I design learning for people

"We have an idea, but don't know where to start"

You have a goal — to teach people something important. But when you start designing, it feels overwhelming: too much material, unclear priorities, and no way to measure real learning. I help put everything in its place: what to study, in what order, and how to verify the results.

"The program is long, and people drop out halfway through"

Engagement drops after a month or two. Participants either leave or just go through the motions. I help identify exactly where motivation is lost and build support into those key moments. I design with the reality of adult learners in mind: work, family, and fatigue are normal parts of the journey.

"We have documentation, but people are lost in it"

You've built a knowledge base, FAQs, or even an AI assistant. Yet employees still struggle or ask the same questions. I restructure and rewrite documentation so people find answers fast — clear, logical, and filled with real-world examples.

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Selected Cases

Methodology. Research. Systems.
01
Natural Sciences Course Architecture
Creative college
→
02
Induction Program Architecture
Creative college
→
03
Brain vs. Language
Private educator · HCD research
→
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Services

Remote · Any scale

01.

Learning Programme Architecture

Creating learning from scratch: from defining educational goals to assessment systems and reflection.

Format: Full-cycle bespoke design.

Result: A program any instructor can deliver — with clear outcomes, structured sessions, and built-in feedback loops. Ready to run, ready to scale.

02.

Methodological Audit & Revision

Analyzing your program to pinpoint engagement gaps and proposing a system of improvements.

Format: A series of meetings + recommendation report.

Result: Elimination of fragmented learning, increased completion rates and program cohesion.

03.

Instructional Content & Documentation

Designing knowledge bases that people actually read: from step-by-step guides to systemic manuals. I translate 'complex' into 'human' — a skill honed during IT system rollouts (1C, ERP).

Format: Interactive knowledge bases, step-by-step instructions, script plans.

Result: Materials people actually use — fewer repeated questions, less load on support, processes that speak for themselves.

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My Approach

People first, content second I look at learning through the eyes of the students and create solutions that support their journey.
Evidence-based I use methods that are proven to work in practice, not just those that are "trendy."
Respect for how people learn I build programs that align with real-world experience and motivation.
Growth without pressure Learning should foster quiet confidence and steady growth, not stress.
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Contact

Ready to discuss your project? I'd love to hear from you.

✦ CV available upon request

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All Cases

Methodology. Research. Systems.
01
Natural Sciences Course Architecture
Creative college
→
02
Induction Program Architecture
Creative college
→
03
Brain vs. Language
Private educator · HCD research
→
← Back to Home
Home → Cases → Natural Sciences

Natural Sciences Course Architecture

Strategic Design of a Year-Long Course for Creative Specializations

The Challenge: A working physics teacher launches a Natural Sciences course at a creative college — alone, with no curriculum, building lessons the week before class. Students see the subject as irrelevant to their future. The task: design the full architecture of a year-long program on an existing concept — and invent the methodological core that would make it work. The key challenge: turning a mandatory non-major subject into a professional tool for creative thinkers.

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Context & Task

Client
Creative college
Project Type
Learning Experience Design / Strategic Educational Audit
The Brief
Design a 72-hour Natural Sciences course for first-year students in film, design, marketing, and fashion — and solve the problem of low engagement with a subject perceived as non-professional.
My Role
Research and needs analysis · Course concept development · Lesson model design (Kolb's Cycle) · Student Journey Map (SJM) · Scientific Passport — an original framework developed from scratch.
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Design Process

01
Research & Insight
Defined the learner persona (16–17 years old) and identified engagement barriers through a stakeholder interview and student survey. 62.5% of respondents couldn't connect the subject to their future profession — the central design premise.
02
Competency Mapping
Translated a broad concept ("perception through sensory systems") into three structured learning outcomes using the ABCD framework. Built full constructive alignment: outcomes → assessment → activities — working upstream of content production.
03
Architecture
Six-module program organized by sensory system, methodological framework selection, assessment system design, and Student Journey Map.
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Project Outcomes

The Concept: Laboratory of Evidence-Based Creativity
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A professional lab where students learn to conduct a scientific audit of any creative product through the lens of human perception. The graduate isn't a student who passed a test — they're an early-career expert with a portfolio artifact that demonstrates analytical thinking in the language of science.
The Through-Project: Scientific Passport of a Creative Product
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Developed from scratch as the methodological core — the through-line that holds the entire year together. Each student selects a real creative product from their industry and builds a structured scientific analysis across three sensory systems — one mandatory (vision) + two chosen based on the product type. Each section follows the full scientific method cycle. The passport exports to PDF and enters the student's professional portfolio.

Assessment: 40% ongoing (passport sections as module gates) + 60% final defense pitch (5 minutes per student, four criteria: clarity, evidence, practicality, professional language).
Educational Framework & Kolb's Cycle
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Logical Alignment: Learning Outcomes → Kolb's Cycle → Assessment System.
Kolb's Cycle: each lesson moves from hands-on experiment to reflection to theory to application — 80% practice, no abstract lecturing.
Scaffolding: ready-made templates and checklists replace blank-page tasks — lowering the entry barrier without lowering the standard.
Student Journey Map (SJM)
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Mapped the full emotional arc across six modules — identified motivation dips, cognitive overload peaks, and post-peak engagement risks. Integrated supporting mechanics at precise critical points.
Designed for Constraint: 1 instructor, 53 students
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Designed for this from the start: self-check challenges, compact pitch format (5 min/student), modular template system. 80% of all work happens in class. The program is ready to be handed to any instructor without additional development.
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Client Feedback

On instrumentation and depth
"A very deep, very instrumental approach. Every slide is a model or a framework — business goal flows into program goal, program goal into learning outcomes. I wish I could work like that."
On the core invention
"You turned this toward working with real things and gave students a tool — this passport. I think students are going to love it."
On understanding the audience
"You heard both the student and the teacher. I even learned something from this research — things I didn't know, or knew but forgot — for example, about how overloaded they are and how important practical applicability is for them."
On metrics and measurability
"Well-formulated goals. Good learning outcomes. It's great that there are numbers — they always make it easier to evaluate."
On the result
"Ideas that existed as fragments transformed into a coherent system. The ability to finally see it as a whole — that's a real achievement."
Blueprint
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Home → Cases → Induction Program

Induction Program Architecture

Strategic Redesign of the First-Year Student Experience

The Challenge: To audit and transform a series of fragmented lectures into a cohesive learning journey. The core solution was a methodological framework designed as a practical intensive to replace traditional frontal teaching. The key challenge was to eliminate the 'patchwork' effect and create a system that scales for groups of up to 200 people, while maintaining deep engagement and personal reflection for every student.

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Context & Task

Client
Creative college
Project Type
Learning Experience Design (LXD) / Strategic Educational Audit
The Brief
Design a 50 hour induction module for freshmen in creative specializations to solve the issue of low engagement and lack of professional context.
My Role
Research data analysis (interviews, surveys, desk research), development of the methodological framework, and Student Journey Map (SJM).
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Design Process

01
Research & Insight
Defined the learner persona (15+ years old) and identified engagement barriers through a stakeholder interview and student survey.
02
Competency Mapping
Translated broad requests (e.g., "teaching creativity," "adapting to college") into concrete learning outcomes and specific professional competencies.
03
Architecture
Student Journey Map, selection of methodological frameworks, and design of a non-graded assessment system.
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Project Outcomes

The Concept: Introduction to Creative Industries
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An intensive induction program built on the values of interdisciplinarity, proactivity, and rapid immersion in industry context. Three key priorities: Socialisation — creating a safe environment for students to experiment and take their first creative risks. Agency — a shift from passive listening to active design through Learning by Doing. Industry Context — immersion into professional creative workflows and tools from week one.
Educational Framework & Kolb's Cycle
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Logical Alignment: Learning Outcomes → Kolb's Cycle Mechanics → Assessment System.
Kolb's Cycle: the program is designed for 70% practice (Immediate Experience → Reflective Observation → Abstract Conceptualization → Active Experimentation).
Assessment & Reflection: academic essays replaced with visual sketchbooks and a qualitative feedback system to foster personal agency.
Student Journey Map & Critical Points
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Visualization of the educational track with optimized cognitive load distribution. Identified critical points (burnout risks, post-peak motivation drops) and integrated supporting mechanics and group rituals into these specific moments.
Program Architecture
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A modular structure uniting four creative tracks. Designed collaborative formats within each specialization — students create artefacts in small teams, simulating real-world production workflows. Scales seamlessly to 200 students.
Methodological Foundation
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Developed a detailed module script and Student Journey Map (SJM), which serve as the core blueprint for the program. This ensures the integrity and logic of the learning experience are maintained, regardless of the specific teaching staff involved in delivery.
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Client Feedback

On depth and uncovering meaning
"I was struck by your approach, which is rooted in a deep understanding of the client's challenges — perhaps even deeper than our own. You were able to uncover hidden objectives through thorough and insightful interviewing."
On systems and architecture
"It is clear that this is the design of specific learning outcomes and educational goals, not just an experience. We will be moving in this direction following your lead."
On research expertise
"A special thank you for conducting the research that we hadn't managed ourselves. You surveyed the students, identified their needs — and all of this is clearly reflected in the final products you proposed."
On metrics and measurability
"Providing the program with clear assessment tools — I see them, they are intuitive. Checklists, success markers, both quantitative and qualitative. To me, it's a 100% perfect execution."
On the quality of solutions
"The solution is well-thought-out, profound, and fully meets the brief. The work is magnificent."
Blueprint
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Home → Cases → Brain vs. Language

Brain vs. Language

Research project for a private language educator. Based on Human-Centered Design and the neurophysiology of learning.

The Challenge: To audit classical language learning approaches and transform the process from a 'struggle with oneself' into a system that works in harmony with brain neurophysiology. Instead of simply increasing hours or apps — a methodological framework based on Human-Centered Design principles. The key challenge was to identify the biological causes of learner self-sabotage and create tools to overcome the plateau effect and cognitive overload, while maintaining high progress speed and the student's personal resources.

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Context & Task

Client
Private language educator
Project Type
Educational Research, HCD & Evidence-based Design
The Brief
Rebuild adult learning methodology by eliminating the "plateau effect" and learner resistance through the integration of neurophysiology and Human-Centered Design.
My Role
User experience research (24+ scenarios), identifying and reframing learning barriers, designing the methodological framework, and translating expert knowledge on neurobiology into practical learning materials.
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Design Process

01
Research & Reframing
Qualitative HCD research: 24+ learner scenarios (immigrants, working adults, multilingual learners), synthesised into 3 problem clusters. Reframed the core problem from emotional ('laziness,' 'lack of talent') to biological: hippocampal overload, adaptation stress.
02
Outcome Mapping
Replacing abstract 'language proficiency' with measurable cognitive tasks: eliminating language interference, building direct neural pathways, activating vocabulary through context — not memorisation.
03
Learning Architecture
Designed a learning track around how the brain consolidates: Sensory Anchoring mechanics, sleep-based memory cycles, cognitive load distribution across sessions.
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Project Outcomes

Key Methodology Tools
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Communication Gap Analysis: Content filtering — focusing exclusively on the structures the learner needs for their real-world 'day-after-tomorrow' scenarios.

Sensory Anchors: Implementation of a system using exclusive scents and visual triggers to accelerate information retrieval from long-term memory.

Reverse Translation: A mechanic designed to build direct neural pathways in the target language, bypassing the habit of mental translation from one's native language.
Learning as a Cycle
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Input Impulse → Living the Experience → Consolidation via Sensory Anchors → Overnight Sleep Consolidation.

A methodology based on balancing cognitive load and emotional engagement — a fundamental shift from 'struggling with oneself' to a system of micro-achievements, supported by the precise balance of cognitive load and neural activity.
Educational Content: Science into Practice
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Developed a system of long-read guides to accompany the video course, providing learning variability. Complex scientific data on brain function (receptors, the Papez circuit, dopamine cycles) translated into practical, accessible instructions. This ensured content accessibility for students with different perception patterns and reinforced video lectures through deep reading.
Methodological Toolkit for the Educator
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A practical toolkit: a guide for managing learner 'resistance,' templates for Communication Gap interviews, and algorithms for designing homework that avoids cognitive rejection. Plus a Cognitive Load Map — visualization of student load that allows the educator to dynamically adjust material difficulty based on the learner's stress and fatigue levels on any given day.
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Impact

Professional validation
"I'm an English teacher, learning German and French. I've been looking for such detailed and visual information on the neurophysiology of learning for a long time."
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Imprint

Angaben gemäß § 5 TMG

Elena Ryzhova
Bingen am Rhein, Rheinland-Pfalz, Deutschland
lenaryzh@gmail.com

Verantwortlich für den Inhalt nach § 55 Abs. 2 RStV

Elena Ryzhova, Bingen am Rhein

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Learning Experience Designer. Die Tätigkeit unterliegt keinen spezifischen berufsrechtlichen Regelungen.

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