Learning Systems Design  ·  Workday Learning Content Development

Workday Learning Content Design

A 6-module teacher professional development course built inside Workday Learning to drive real classroom engagement strategies, not just content completion.

In progress, early-stage program. This case study documents an active design process and current pilot feedback for a program that is still rolling out, not a completed, proven initiative. Outcome data below reflects an informal 3-teacher pilot survey, not a large-scale deployment.
Context
K-12 District, Workday Learning Adoption
Role
Learning Systems Lead, Content Designer
Status
In Progress, Early Pilot
Scope
6 Modules, Built Directly in Workday Learning
1
Analysis
The Performance Gap

My district adopted Workday as its HR and learning system, including the Workday Learning module, giving staff a new platform to build and deliver professional development. But a new authoring platform doesn't fix an existing problem on its own: prior PD content in this space, regardless of the platform it lived on, was routinely completed by teachers without visibly changing what happened in their classrooms the following week.

Identified Performance Gap
Teachers were completing engagement-focused PD content, but there was no consistent evidence it was changing classroom practice. The gap wasn't access to information, it was a design gap: content wasn't built to translate into Tuesday-morning classroom behavior.

Adopting Workday Learning was the occasion for this project, but the actual design problem was the same one good instructional design always has to solve: content that gets completed isn't the same as content that gets used.

2
Analysis (continued)
Discovery Questions

Before building content in Workday Learning, I worked through what would actually make a teacher change classroom behavior rather than just complete a module.

1
"What's the difference between the engagement strategies teachers say they know and the ones they actually use day to day?"
2
"What can Workday Learning's authoring tools actually support in terms of interactivity and content structure, and where are the real limits?"
3
"What's the minimum module structure that moves a teacher from 'I understand this strategy' to 'I tried this strategy this week'?"
4
"What would make a teacher actually want to give feedback on a new PD format, rather than treat it as one more compliance requirement?"
Key Finding from Discovery
Teachers wanted PD that ended in something concrete to try tomorrow, not just information to know. That shaped the entire module structure: every module needed to close with a specific, low-friction classroom action, not just a knowledge check.
3
Design & Development
Design Rationale

I designed and am building a 6-module course directly inside Workday Learning, developing hands-on, current experience with the platform's content-creation tools as part of the process, not deep administrative depth, but real, working knowledge of how to build inside it.

Design Decisions
Structured each module around one specific, testable engagement strategy rather than a broad topic. Closed every module with a concrete classroom action instead of a generic knowledge check. Built the course to work within Workday Learning's actual authoring constraints, not around an idealized platform.
What I Rejected
Rejected a single long-form module covering multiple strategies at once, that mirrors the completion-without-application pattern this project was built to fix. Rejected rolling the full course out district-wide before testing it with a small group first.
The Core Design Principle
Small, testable, and honest about being unproven yet. This project is being built and validated in stages, starting with a small pilot group, rather than deployed at scale before there's evidence it works.
4
Development & Implementation
The Finished Artifact

The current artifact is a 6-module teacher PD course, built and deployed inside Workday Learning, currently in an early pilot phase with a small group of teachers.

Program Structure
6 modules, each targeting one specific student engagement strategy. Each module closes with a concrete classroom action, not just a completion check. Built and delivered natively in Workday Learning.
Current Pilot Status
Early-stage rollout to a small pilot group. Informal satisfaction survey collected from 3 teachers. No large-scale rollout or classroom-outcome data yet, this program is honestly still in its early phase.
6
Modules built and deployed in Workday Learning
3
Teachers surveyed in early pilot feedback
Ongoing
Program status, not yet a full rollout
5
Evaluation
Honest Reflection

I'm including a project that isn't finished because it's real, current work and because the process behind it, not just the eventual outcome, is what I want to show here. The early pilot feedback from 3 teachers was positive on whether they liked the course, but that's satisfaction data from a small group, not evidence the strategies are actually changing classroom engagement at scale. I'm not going to claim more than that.

What's Working So Far
Building each module around one concrete classroom action instead of general content seems to be landing well with the pilot group, based on their early feedback. Working directly inside Workday Learning's actual constraints, rather than designing around an idealized tool, kept the build realistic and shippable.
What I Would Do Differently
I would build the classroom-outcome measurement into the pilot from the start, not just satisfaction feedback. Right now I can say teachers liked the course; I can't yet say it changed what they did in their classrooms. That's the gap between this project and something like the ADDIE case study elsewhere in this portfolio, where I have both satisfaction and outcome data. Closing that gap is the next step as this program moves past pilot.
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