Texas child-care professionals must apply detailed licensing requirements across supervision, health and safety, documentation, emergency response and daily classroom practice. Written standards provide the governing information, but they do not by themselves create a learner pathway through the decisions staff must make at work. I designed this responsive learning experience as the digital component of the center’s staff orientation. I identified the learning gap as the need to connect the Texas Minimum Standards for Child-Care Centers and the center’s operational policies with recognizable staff responsibilities, practical decisions and resources that remain available after the orientation.

In this project, I worked as learning experience designer, content strategist and eLearning developer in partnership with the center director as subject matter expert. I analyzed regulatory and organizational source materials, distinguished statewide requirements from the center’s local procedures and worked with the SME to situate the orientation within local practice. I then mapped the learner flow, selected instructional formats and developed the accompanying performance-support resources and interactive opportunities through which staff could interpret licensing requirements and exercise professional judgment. I scripted, produced and edited instructional videos in VEED.io and maintained consistency across the Rise course, custom interactions, acknowledgments, policy documents and downloadable job aids.

I chose Articulate Rise 360 because staff may access the orientation on phones, tablets or desktop computers. I organized the course into Welcome, Licensing Requirements, Staff Policies and Completion, using structured instruction, video, practical examples and performance support for procedural topics. For policies involving communication and professional judgment, I designed story-based experiences around workplace context, reflection, choice, consequence and resolution. I vibe coded and embedded HTML, CSS and JavaScript interactions when native Rise blocks could not support the envisioned decision logic, accessibility behavior or visual continuity. I designed the experience toward WCAG 2.1 Level AA through keyboard-operable controls, visible focus treatment, captions, transcripts, logical reading order, responsive reflow and feedback that does not depend on color alone.

Because the center does not use an LMS, I designed the course and its documentation process to serve different purposes within the orientation. The Rise experience remains open for navigation and return visits so staff may revisit the center-specific overview of the Texas Minimum Standards for Child-Care Centers and the center’s operational policies. An embedded JotForm captured learner information and acknowledgment for the center’s orientation records, allowing the course to remain available as a reference while orientation documentation was handled through a separate workflow.