Christopher Evans, M.S. Candidate
M.S. in Learning Design & Technology Portfolio
with concentrations in:
Big Data & Learning Analytics
Game-Based Learning & Analytics
and a Graduate Certificate in:
Web Design
Christopher Evans, M.S. Candidate
M.S. in Learning Design & Technology Portfolio
with concentrations in:
Big Data & Learning Analytics
Game-Based Learning & Analytics
and a Graduate Certificate in:
Web Design
Autobiographical Narrative
I am a graduate student in Learning Design and Technology with a professional background that bridges instructional practice, creative work, and analytical thinking. My academic and professional trajectory reflects a sustained interest in how people learn, how systems shape that learning, and how thoughtful design can transform complexity into clarity.
My early professional experiences in K–12 education provided firsthand exposure to the realities of teaching within complex instructional systems. Working within those environments required balancing learner needs, curricular standards, technological constraints, and assessment demands simultaneously. Rather than viewing teaching as an endpoint, I came to see it as an entry point into understanding learning systems more broadly—how instructional decisions ripple outward through tools, data, environments, and outcomes. This perspective naturally led me toward Learning Design and Technology, where design thinking, systems awareness, and evidence-based decision making converge.
A key motivator in my transition toward learning design has been the rapid pace of technological change. I am drawn to environments where tools evolve quickly and where continuous learning is not optional but expected. I enjoy the challenge of learning new platforms, experimenting with emerging technologies, and iterating on designs in response to feedback and data. This mindset is reinforced by my creative practice as a poet, where experimentation, revision, and precision are central. Both creative writing and learning design demand careful attention to structure, rhythm, and alignment—qualities that shape my approach to design work.
Data plays a central role in how I think about learning and performance. I am particularly interested in how large datasets can be translated into meaningful insights through visualization and key performance indicators. My primary concentration in Big Data and Learning Analytics reflects this interest, with an emphasis on using data ethically to inform design decisions, evaluate effectiveness, and support continuous improvement. I believe that data, when thoughtfully visualized and contextualized, becomes a powerful storytelling tool—one that reveals patterns, surfaces questions, and guides action rather than obscuring it.
Complementing this focus is a secondary concentration in Game-Based Learning and Analytics, which informs how I think about motivation, engagement, and feedback. Learning, in my view, should not feel like a chore. The most effective learning experiences are those in which learners lose track of time—fully immersed, challenged, and supported by well-designed systems. Game-based approaches offer valuable insights into how structure, agency, and feedback can coexist within aligned instructional frameworks.
This portfolio reflects that philosophy. All pages and assets have been coded by hand, demonstrating not only design intent but also technical fluency. The structure of the site mirrors my design approach: clear organization, explicit alignment to AECT standards, and transparency of process. Artifacts included here document both outcomes and decision-making, highlighting how design choices are informed by theory, data, and practical constraints.
I am interested in roles across instructional design, learning experience design, analytics, and curriculum or assessment development. Across all contexts, my goal remains consistent: to design learning experiences that are structured, aligned, and engaging—experiences where clarity supports curiosity and where thoughtful design allows learning to feel purposeful rather than performative.