Inter-American Development Bank (IDB), Inter-American Institute for Economic and Social Development (INDES), 2026.

Within the framework of a consultancy supporting the National Accounting System (SNC), this course is being developed to strengthen participants’ competencies through an asynchronous certification program aligned with institutional and technical standards.

This assignment involves the instructional design and development of modular eLearning content, including defining learning objectives, structuring modules, and designing activities and assessments.

It also encompasses creating instructional scripts, storyboards, and self-learning guides, as well as coordinating and validating multimedia resources in collaboration with subject matter experts and technical teams.

Key areas of involvement: instructional design, content development, quality assurance, and multimedia coordination.

Organisation for Economic Co-operation and Development (OECD), 2025.

The Recommendation on Countering Illicit Trade is adopted by the OECD Council, which calls on members and non-members to encourage Free Trade Zones to implement the Code of Conduct, recognising that compliance will be assessed and monitored by a Certification Scheme mechanism.

This eLearning course focuses on the OECD Recommendation for Countering Illicit Trade in Free Trade Zones, the Code of Conduct and the Certification Scheme process.

The course uses a microlearning instructional design, whose goal is to break down information into bite-sized modules for better retention.

Participants engage in interactive activities that promote active learning and informative videos for deeper insights. Knowledge checks throughout the course allow for ongoing comprehension assessment, encouraging learners to revisit material as needed.

Key areas of involvement: Instructional and visual design (including accessibility for all), design and development of micro-learning activities, scenario and storytelling development.

United Nations Human Settlements Programme (UN-Habitat), 2024.

Based on lessons gained in the last three decades through the implementation of programmes and initiatives in cities and towns across Africa, Asia, Australia, Europe, Latin America and North America this course is designed to offer analytical and practical tools to identify contemporary security challenges in cities, as well as to design and implement comprehensive and evidence-based strategies that help reduce violence and crime and address people's complex security needs by taking into account the particularities of cities and their governance structures.

This assignment entailed transforming the existing methodology and associated materials developed by UN-Habitat on Urban Security and Safer Cities for modules 2, 3 and 4 into finalised eLearning modules in Articulate Rise. The eLearning is hosted on the UN-Habitat Learn platform.

Key areas of involvement: instructional and visual design, scenario and storytelling development.

OECD, Financial Action Task Force (FATF), 2024.

This series of modules provide individuals working in international anti-money laundering, countering the financing of terrorism, and combating proliferation financing environments with the basics about the FATF and its work.

This introductory curriculum aims to:

Present the FATF and its key work processes.

Provide high-level explanations of each FATF Immediate Outcome and FATF Recommendation.

Provide a condensed version of the FATF Standards.

Key areas of involvement: graphic and instructional design, scenario and storytelling development.

UN-Habitat, 2024.

This is the first module of a course built for municipal officials, mayors, practitioners, civil society and other actors interested in improving human security and reducing violence and crime in urban spaces.

The 'Understanding and Addressing Security Challenges in Cities' introductory module aims to broaden learners' perspectives on urban safety by unpacking what security means for people living in cities and how interconnected security threats demand city-wide and participatory processes to ensure urban safety for everyone.

Key areas of involvement: graphic and instructional design, scenario and storytelling development.

OECD, FATF, 2023.

It’s not easy addressing potential behaviour issues, especially in a multicultural setting. Expecting participants to read lengthy rules and regulations can also be challenging.

Instead, using a friendly and concise approach, this infographic (displayed in the break room) on the conduct expected of training participants at the FATF Training Institute in Busan, Korea, provides clear and proper guidelines, which will benefit the delivery of future courses.

The poster provides accessible reference material and complements the joining instructions and briefing at the start of the training course.

Key areas of involvement: graphic design, infographic, character design.

OECD, FATF, 2023.

Inspired on the gamified experience “Fargoland - Risk-Based Approach Edition!”, this online learning course “Easyland - Risk Assessment has never been easier!” provides anti-money laundering and countering terrorist financing actors with a broad understanding and application of the importance of national risk assessment that properly evaluates the money laundering/terrorist financing risks and an effective risk-based approach through national encompassing measures.

Key areas of involvement: bespoke illustrations, instructional design, collaboration with experts, whiteboard animations, gamification principles and visual design.

OECD, FATF, 2022.

“Fargoland - Risk-Based Approach Edition!” provides supervisors with a broad understanding and application of a practical risk-based approach to conduct assessments that properly evaluate the money laundering/terrorist financing risks and adjust standards and rules depending on the entities under their supervision.

The idea behind creating Fargoland, a fictitious jurisdiction, was to provide a safe and realistic environment for supervisors to practice skills and make mistakes, mainly to acquire and apply the recently adopted measures on the risk-based approach.

Learners can select different learning paths depending on their job functions. From the beginning, through bespoke illustrations, custom animations and activities, they are immersed in real-life on-the-job situations that allow them to apply different skills right from the start.

Key areas of involvement: bespoke illustrations, instructional design, collaboration with experts, whiteboard animations, gamification principles and visual design.

OECD, FATF, 2022.

The FATF annually organises several training courses on international standards to fight money laundering, terrorist and proliferation financing.

These re-designed training materials (fictitious press releases, news, social media posts, WhatsApp messages, websites, etc.) have introduced real-life challenges during in-person sessions.

They have engaged participants more, as they can visualise substantial resources similar to what they would analyse on the job.

Key areas of involvement: graphic design, mockup training materials.

OECD, FATF, 2022.

The purpose of this eLearning course is to promote greater knowledge of the FATF Standards on Terrorist Financing-related Targeted Financial Sanctions by explaining the requirements stemming from the relevant recommendations and immediate outcomes and providing guidance to jurisdictions on the implementation.

In terms of innovation, this compelling course includes game-based learning, whiteboard animations, micro-learning and immersive scenarios requiring multiple branching elements.

Key areas of involvement: intructional design, collaboration with various experts, gamification principles, whiteboard animations and visual design.

OECD, FATF, 2021.

The eLearning course on Countering Proliferation Financing provides an in-depth insight into the FATF Standards counter proliferation financing (CPF). It introduces the CPF requirements in different FATF Recommendations and aims to guide jurisdictions’ implementation.

CPF is a complex topic because of how controversial the adopted language can be and its interpretation amongst countries. For this reason, a flexible approach wasn’t the main feature when designing this course.

Nonetheless, the final product shows a great combination of learning and multimedia solutions (short quizzes, reflective questions, assessments, interactive activities, whiteboard animations and custom graphic design), turning a “dry topic” into a unique learning experience.

Key areas of involvement: instructional design, collaboration with different subject matter experts, whiteboard animations, learner/user experience, accessibility and graphic design.

Geneva International Centre for Humanitarian Demining (GICHD), 2020.

As part of the production and design of the online course “Introduction to Gender and Diversity (G&D) in Mine Action”, finding an engaging way to explain five essential concepts within the G&D environment was necessary.

For this project, five whiteboard videos (plus hand-drawn digital illustrations) on diversity, G&D analysis, G&D blind, G&D sensitive, and G&D responsive were beautifully animated to create compelling and memorable explanations.

Since the launch, these animations have been viewed by more than 2,000 learners annually. These resources have also become a mandatory exercise for staff in various organisations outside of GICHD (UNOPS, Norwegian People's Aid, Halo Trust, etc.), significantly improving GICHD’s visibility beyond the mine action and ammunition sectors.

Key areas of involvement: whiteboard animations, hand-drawn digital illustrations, collaboration with experts, accessibility, gender and diversity considerations.

GICHD, 2019-2021.

For mine action and ammunition practitioners, it is essential to keep abreast of the latest developments and share the best country experiences that can, later on, be successfully implemented in the field.

In this sense, five pieces of online training were designed to share lessons learnt and allow practitioners to use self-paced online resources on demand. The following case studies are part of the library:

• Mine Clearance in Skallingen,

• Mine Clearance in the Falklands/Malvinas Islands,

• Practical Advice on Unmanned Aerial Systems Operations,

• Self-Help Ammunition Destruction Options Worldwide (SHADOW) Programmes, and

• The Effect of Ageing on Ammunition.

This library was a reliable resource during COVID-19 when GICHD could not perform its usual face-to-face training activities.

Key areas of involvement: instructional design, collaboration with experts, and complex topics translated into engaging resources.

International Committee of the Red Cross (ICRC), 2017.

The communication toolbox or “Com Toolbox” is a repository gathering resources from different areas: digital communication, public relations, production, community engagement, public communication, etc.

This project went beyond making available these valuable documents in a single place. Creating a brand identity and marketing materials became equally crucial so that communication delegates in the field could find the tool and understand its value.

In terms of brand identity, a new modern, consistent and user-friendly look was implemented. Regarding marketing, the following products were designed and developed: a promotional teaser, personalised GIFs, bi-monthly newsletters and postcards (sent to colleagues in the field) containing an augmented reality icon that redirected users to the Com Toolbox’s homepage, which engaged more visits to the website.

Key areas of involvement: whiteboard animation, graphic design, innovation, augmented reality, and promotional materials.

ICRC, 2017.

The Trends, Reputation, Analysis and Knowledge (TRAK) team is strongly connected to security, emergency and global risks situations, providing quality and timely analysis of open source information to support and facilitate decision-making for crisis response and risk anticipation & mitigation.

However, information analysts based in regional hubs rarely have the opportunity of travelling to the field to finetune their analysis. Yet, one of them could go on a mission to South Sudan on one occasion.

In this context, recording and sharing these lessons learnt with the entire TRAK’s global network was particularly important. For this, video briefings were recorded and made available to all analysts. The information provided helped them have a broader perspective and additional tools to improve their analyses, reports and insights on issues which might impact ICRC operations, acceptance and security in the region.

Key areas of involvement: video recording, editing and production, and collaboration with subject matter experts.

ICRC, 2016.

This project required transforming an idea into a clear and compelling board game for detention learning purposes, including creating a new layout for the game cards. These gave a visual identity to course materials and improved the overall quality of the training.

The design of the board game replicates the main areas of a prison. As it was not possible to have the training in a detention facility, the idea behind the game was to emulate possible on-the-job scenarios, the appropriate behaviour and challenges depending on the findings in each room.

Key areas of involvement: print production, board game design, and expert collaboration.

ICRC, 2016.

Hossein Hashemi, a former prisoner of war, was interviewed by a former ICRC detention delegate who used to visit Mr Hashemi more than 20 years ago during his captivity.

The video showcases a prisoner’s point of view, his perception of ICRC delegates and the key messages that delegates must take into account when visiting detention centres.

This bilateral meeting is used for the online training of protection delegates and shows the importance of human connection and dignity regardless of one’s circumstances.

Key areas of involvement: video production for training and collaboration with subject matter experts.

ICRC, 2015.

The ICRC’s Staff Integration Programme (SIP) takes place in multiple locations, and around 2,000 staff members take this course annually. Between 2014 and 2015, the SIP was redesigned to accommodate new topics and training modalities (including blended learning and online resources).

In this context, many digital resources were produced and combined with in-person sessions. This introduced an element of “reality”,-especially throughout the different simulations. Learners were more engaged as they could visualize concrete resources and have immediate feedback during the various activities.

These materials included: a set of video briefings of the fictitious delegation of Kavala and each of their staff explaining the challenges to face in their jurisdiction to new ICRC delegates; online quizzes and interactive activities to introduce training sessions or for random assessment exercises.

Key areas of involvement: video recording, editing and production, online quizzes, design of print materials for training purposes and expert collaboration.

ICRC, 2015.

Organisations often invest resources to make the latest technology or equipment available to their staff. Unfortunately, more often than not, equipment is often unutilised or poorly managed due to missing technical knowledge or skills.

This was the case in the ICRC’s Learning and Development Division, where they had audiovisual production tools for colleagues to work with, but no one was available to train them on their correct use.

For this, two tutorials were designed. One, in the form of micro-learning lessons containing video tutorials of the essential aspects of manipulating technical equipment like camcorders and microphones. The other tutorial was a 2-pager PDF document designed for those wishing to learn the basics most quickly. These empowered colleagues to not be intimated by technology and encouraged them to use the equipment more regularly.

Key areas of involvement: instructional design, Articulate Storyline, PDF tutorial and graphic design.

United Nations Institute for Training and Research (UNITAR), 2014.

UNITAR's Network of 10 affiliated training centres worldwide (CIFAL) delivers around 60 training sessions annually to an audience of more than 6,000 practitioners. Yet, the Network and what they do is not often well-known or clearly understood by UNITAR’s stakeholders.

In this regard, designing a generic CIFAL Prezi presentation was a way to create a ready-to-go and easily adaptable presentation that different speakers could use.

Using this presentation as the primary communication tool allowed staff -on numerous occasions- to introduce the Network in various contexts and to different publics.

Key areas of involvement: presentation design, Prezi, graphic design and expert collaboration.

UNITAR, 2014.

Introduction to Corporate Social Responsibility (CSR) in Latin America eLearning course aims to share foundational concepts and best practices on CSR to a target audience composed of representatives of the private and public sectors, international organisations, non-governmental organisations and government officers.

This project required a multiple-feature and attention-to-detail approach that included identifying learning objectives, needs assessment, content development and exchanges with subject-matter experts, instructional & visual design, postcourse evaluation survey, promotional materials, course coordination and the ECBCheck quality certification for eLearning courses.

Key areas of involvement: instructional design, Articulate Storyline, graphic design, and collaboration with subject matter experts.