LEARNING DESIGNER
Curriculum & Experience Learning Designer at RastAI. I design how physics and mathematics are taught, and build the browser-based virtual labs that let students learn by running the experiment themselves.
Designing how students learn, not what they memorise
RastAI builds learning experiences for school students. My part is physics and mathematics: deciding how a topic should be taught, and building the tools that teach it.
I start every lesson from how students actually come to understand an idea, not from the list of facts they will be tested on. Then I choose the format that fits that lesson. Some ideas need an experiment, some need a picture that moves, some need a sequence of questions. One template for every topic is exactly what I try to avoid.
- Lesson designPhysics and mathematics lesson plans built around how students learn.
- New formatsLead the ideation behind interactive, AI-driven ways of engaging with a lesson.
- Virtual labsBuild HTML-based labs where students run real experiments in the browser, now used by 5,000+ students.
- Fit the tool to the topicTailor tools, formats and approach to what each lesson needs.
Measure gravity with a pendulum
This is the kind of lab I build: an experiment, not an animation. The student collects the data, and the law comes out of their own measurements.
Set a length and press ADD POINT. The pendulum swings under the full nonlinear equation, the lab times its period, and the point lands on a plot of T² against L. Collect a few lengths and the points line up. The slope of that line is 4π²/g, so the lab reports the gravity you measured. Switch to the Moon and do it again. Push the release angle past about 20° and watch the measured g drift: the small-angle formula starts to fail, which is a lesson by itself.
Make the hard topic feel intuitive
Complex STEM topics are intimidating mostly because students meet them as symbols first. I lead the ideation for formats that reverse that order.
The pattern is consistent: put the phenomenon in front of the student, let them poke it, and only then name it. AI-driven interaction helps here, because a lesson can respond to what a student just tried instead of moving on regardless. The formula arrives as a summary of something they have already seen, not as a rule handed down.
- Find the sticking pointWhat students usually get wrong about this topic, and why.
- Pick the formatExperiment, moving visual, guided questions, or a mix. Whatever this lesson needs.
- Build the toolA virtual lab or interactive the student controls.
- Name it lastConnect what they observed to the formula and the vocabulary.
Know the physics, build the tool, read the student
A good virtual lab needs three things at once: the subject understood deeply, the software to build it, and a clear picture of how a student actually thinks.
// HARD SKILLS
- Physics & mathematicsDeep enough to know which idea is the real obstacle in a topic.
- Instructional designLesson structure, sequencing, and checks for understanding.
- HTML · CSS · JavaScriptBrowser-based virtual labs and interactive simulations.
- Numerical simulationIntegrating equations of motion so the lab behaves like the real experiment.
- AI-driven learning toolsInteractive formats that respond to what the student just did.
// SOFT SKILLS
- Empathy for learnersSeeing a topic the way a student first meets it.
- Explaining clearlyTaking complex ideas to intuition without losing accuracy.
- CreativityInventing a new format when the usual one does not fit the lesson.
- CollaborationWorking with the content and product team on a shared curriculum.
- Iterating on feedbackChanging a lab based on how students actually use it.
The student runs the experiment
The same idea runs through my physics teaching and my TA work: understanding comes from doing. At RastAI I get to build that into tools that reach thousands of students at once.