andrea
robin

andrea
robin

© 2026

ANDREA ROBIN · LEARNING DESIGN SPECIALIST

Making learning easy to reach

and meaningful to apply.

I design learning for institutions whose work depends on people acting on what they know — a health worker putting new evidence into practice, a public servant applying a law that has just changed, a student meeting a program's requirements. Much of what those people need is not missing but unusable: built without them, for conditions that are not theirs. My work is to close that gap, at scale, in forms that endure beyond any one person.

My practice has a method, Groundwork, and a record: a province-wide transition to care-based service, a learning evaluation framework for a national research institution, and equitable experiential learning for thousands of students. Over the past decade I have applied it in health, higher education, research, and the public sector, with accessibility and universal design for learning as its specialism — developed further through Accessible Learning Labs.

The conditions that make learning hold — relevance, agency, belonging, and time to reflect — are the same conditions that support wellbeing, and treating access as a condition of the design rather than a correction to it is where the two meet. That is the work, and the reason for it. Based in the traditional, ancestral, unceded, and occupied territories of the xʷməθkʷəy̓əm (Musqueam), Sḵwx̱wú7mesh (Squamish), and səlilwətaɬ (Tsleil-Waututh) peoples also known as Vancouver, I have worked with learners and teams across several time zones.

Logos of eight organizations: TRIUMF, UBC, ICBC, Emily Carr University of Art and Design, Nova Scotia, Science World, ArtStarts, and Lighthouse Labs.

Image description: A grid of eight organization logos. Top row: TRIUMF, UBC, ICBC, and Emily Carr University of Art and Design. Bottom row: Nova Scotia, Science World, ArtStarts, and Lighthouse Labs.

Selected work →

Three projects where the learning design had to hold up under real constraint: a province-wide service transition, a national research facility, and a program serving thousands of students.

Supporting a Province-Wide Transition to Care-Based Service

Public sector · Organizational transformation · Disability case management

Papers and pen layed on a desktop surface showing working activity. A corner of a monitor and computer cords in top right corner. The outer shape of a left arm on the right of the composition.

Learning Evaluation for a National Research Institution

Research · Curriculum design · Inclusive facilitation

Six people seated toward each other at a large desk cluttered with notebooks and pages.

Equitable Experiential Learning at Scale

Higher education · Program design · Accessibility

One white, femme presenting person facing the camera looking downward at a laptop on the corner of a desk. A collage of papers are mounted on the wall in the background. Papers and notebooks on the desk in the foreground.

Supporting a Province-Wide Transition to Care-Based Service

Public sector · Organizational transformation · Disability case management

Papers and pen layed on a desktop surface showing working activity. A corner of a monitor and computer cords in top right corner. The outer shape of a left arm on the right of the composition.

Learning Evaluation for a National Research Institution

Research · Curriculum design · Inclusive facilitation

Six people seated toward each other at a large desk cluttered with notebooks and pages.

Equitable Experiential Learning at Scale

Higher education · Program design · Accessibility

One white, femme presenting person facing the camera looking downward at a laptop on the corner of a desk. A collage of papers are mounted on the wall in the background. Papers and notebooks on the desk in the foreground.

Supporting a Province-Wide Transition to Care-Based Service

Public sector · Organizational transformation · Disability case management

Papers and pen layed on a desktop surface showing working activity. A corner of a monitor and computer cords in top right corner. The outer shape of a left arm on the right of the composition.

Learning Evaluation for a National Research Institution

Research · Curriculum design · Inclusive facilitation

Six people seated toward each other at a large desk cluttered with notebooks and pages.

Equitable Experiential Learning at Scale

Higher education · Program design · Accessibility

One white, femme presenting person facing the camera looking downward at a laptop on the corner of a desk. A collage of papers are mounted on the wall in the background. Papers and notebooks on the desk in the foreground.

Practice →

Three ways into the practice: how a resource is made, the method a project follows, and the map of what both have produced.

Approach

Where the work comes from and how a resource is made: how understanding forms, the disciplines behind it, and the moves a designer can follow.

Two people at a white studio table, talking over looping orange tubing and paper prototypes.

Groundwork

The learning design method the practice is built on — eight steps, each with an artefact a practitioner keeps, written down so that others can practice it.

Six people gathered around a laptop on a dark table, looking at the screen together.

Landscape

The practice mapped: a trunk of shared craft and ten branches of expertise, with the theory and method each one draws on.

Climbing rope and carabiners laid out beside a clear pyramid and a pad controller.

Competencies

This map names sixteen competencies practised across health, higher education, research, and the public sector over the past decade.

Approach

Where the work comes from and how a resource is made: how understanding forms, the disciplines behind it, and the moves a designer can follow.

Two people at a white studio table, talking over looping orange tubing and paper prototypes.

Groundwork

The learning design method the practice is built on — eight steps, each with an artefact a practitioner keeps, written down so that others can practice it.

Six people gathered around a laptop on a dark table, looking at the screen together.

Landscape

The practice mapped: a trunk of shared craft and ten branches of expertise, with the theory and method each one draws on.

Climbing rope and carabiners laid out beside a clear pyramid and a pad controller.

Competencies

This map names sixteen competencies practised across health, higher education, research, and the public sector over the past decade.

Approach

Where the work comes from and how a resource is made: how understanding forms, the disciplines behind it, and the moves a designer can follow.

Two people at a white studio table, talking over looping orange tubing and paper prototypes.

Groundwork

The learning design method the practice is built on — eight steps, each with an artefact a practitioner keeps, written down so that others can practice it.

Six people gathered around a laptop on a dark table, looking at the screen together.

Landscape

The practice mapped: a trunk of shared craft and ten branches of expertise, with the theory and method each one draws on.

Climbing rope and carabiners laid out beside a clear pyramid and a pad controller.

Competencies

This map names sixteen competencies practised across health, higher education, research, and the public sector over the past decade.

Resources →

This landscape maps my practice — the areas it covers, how they connect, and the methodology each one is grounded in. Designed and developed in collaboration with learners, teams, and organizations — work I am grateful to have shared — and offered here as a starting point for peers working on the same challenges.

Accessibility

Practical guidance for designers, faculty, and institutions, from the legal frame to the technical standard.

Four people gathered around a table covered with open magazines, sketches, sticky notes and markers, working through printed material together.

Knowledge Mobilization

Approaches for translating research into practice, and for building the partnerships that carry it.

Four people sitting around a table in a meeting, with an open laptop, notebooks, and sticky notes on the wall behind them.

Epistemology

Examining how a design process builds knowledge, and how it decides what will count as knowledge at all.

Two people at a desk comparing stone samples, one taking notes in a notebook.

Learning Experience Design

Methods for designing how learning actually feels, from first research to tested iteration.

Two colleagues looking at a laptop together at a desk, with colour swatches pinned to the wall behind them.

Learning Systems Design

Frameworks and working tools for building learning programs that scale and survive handover.

A person holding a stack of material samples, including metal, patterned stone, and dark green fabric.

Universal Design for Learning

Practical guidance for applying UDL in real programs, from audit to redesign.

A person in a cream suit holding a materials board with fabric swatches, colour samples, and an image of a blue armchair.

Human Rights Education

Turning human rights instruments into learning, from the right to education to the ability to claim a right.

Health Workforce Education

Design decisions for preparing everyone who delivers care, from initial training to supervision under constraint.

A person in a green sweater writes in a notebook at a dark meeting table, with coffee cups and other people nearby.

Evaluation

Building the evidence a learning program produces about itself, from the first cycle to the decision it informs.

Public Learning

Learning for people who arrive by choice, from the gallery or public room to open access to research.

Accessibility

Practical guidance for designers, faculty, and institutions, from the legal frame to the technical standard.

Four people gathered around a table covered with open magazines, sketches, sticky notes and markers, working through printed material together.

Knowledge Mobilization

Approaches for translating research into practice, and for building the partnerships that carry it.

Four people sitting around a table in a meeting, with an open laptop, notebooks, and sticky notes on the wall behind them.

Epistemology

Examining how a design process builds knowledge, and how it decides what will count as knowledge at all.

Two people at a desk comparing stone samples, one taking notes in a notebook.

Learning Experience Design

Methods for designing how learning actually feels, from first research to tested iteration.

Two colleagues looking at a laptop together at a desk, with colour swatches pinned to the wall behind them.

Learning Systems Design

Frameworks and working tools for building learning programs that scale and survive handover.

A person holding a stack of material samples, including metal, patterned stone, and dark green fabric.

Universal Design for Learning

Practical guidance for applying UDL in real programs, from audit to redesign.

A person in a cream suit holding a materials board with fabric swatches, colour samples, and an image of a blue armchair.

Human Rights Education

Turning human rights instruments into learning, from the right to education to the ability to claim a right.

Health Workforce Education

Design decisions for preparing everyone who delivers care, from initial training to supervision under constraint.

A person in a green sweater writes in a notebook at a dark meeting table, with coffee cups and other people nearby.

Evaluation

Building the evidence a learning program produces about itself, from the first cycle to the decision it informs.

Public Learning

Learning for people who arrive by choice, from the gallery or public room to open access to research.

Accessibility

Practical guidance for designers, faculty, and institutions, from the legal frame to the technical standard.

Four people gathered around a table covered with open magazines, sketches, sticky notes and markers, working through printed material together.

Knowledge Mobilization

Approaches for translating research into practice, and for building the partnerships that carry it.

Four people sitting around a table in a meeting, with an open laptop, notebooks, and sticky notes on the wall behind them.

Epistemology

Examining how a design process builds knowledge, and how it decides what will count as knowledge at all.

Two people at a desk comparing stone samples, one taking notes in a notebook.

Learning Experience Design

Methods for designing how learning actually feels, from first research to tested iteration.

Two colleagues looking at a laptop together at a desk, with colour swatches pinned to the wall behind them.

Learning Systems Design

Frameworks and working tools for building learning programs that scale and survive handover.

A person holding a stack of material samples, including metal, patterned stone, and dark green fabric.

Universal Design for Learning

Practical guidance for applying UDL in real programs, from audit to redesign.

A person in a cream suit holding a materials board with fabric swatches, colour samples, and an image of a blue armchair.

Human Rights Education

Turning human rights instruments into learning, from the right to education to the ability to claim a right.

Health Workforce Education

Design decisions for preparing everyone who delivers care, from initial training to supervision under constraint.

A person in a green sweater writes in a notebook at a dark meeting table, with coffee cups and other people nearby.

Evaluation

Building the evidence a learning program produces about itself, from the first cycle to the decision it informs.

Public Learning

Learning for people who arrive by choice, from the gallery or public room to open access to research.

Living and working on the traditional, ancestral, unceded, and occupied territories of the xʷməθkʷəy̓əm (Musqueam), Sḵwx̱wú7mesh (Squamish), and səlilwətaɬ (Tsleil-Waututh) peoples.

© 2026

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