01 / LearnInteractive
Interactive
course
A guided digital experience that connects teaching, media and opportunities to practice.
Open opioid course ↗
Ashley Miller, PMHNP-BCClinical learning & LMS design
Clinical depth.
Human clarity.
Built for real people.
I'm a psychiatric nurse practitioner and learning designer. I turn complex behavioral health topics into education people can understand and use, then build the learning systems around it.
Interactive courses · Video · Workbooks · LMS architecture
MOUD & Harm ReductionOriginal lesson film
Participant workbook / original page
01 → 03A topic that carries across formats.
Clinical practice informs every design decision.
My starting point
Meaningful practice.
A useful next step.
The goal isn't to get through the content.
It's to know what to do with it.
Meaningful practice.
A useful next step.
01 / Featured work · Opioids & Your BrainOne topic.
One topic.
Three ways to use it.
Not three unrelated products. A connected learning experience for independent use, reflection and facilitated practice.
02 / ApplyParticipant
Participant
workbook
Personal triggers, response planning and usable prompts, with room to write rather than just read.
View 4-page excerpt ↗03 / ReinforceFacilitator
Facilitator
guide
The same workbook sections translated into a session flow, prompts and facilitation boundaries.
View 2-page excerpt ↗Original Opioids & Your Brain workbook and guide excerpts. The film stills are from the related MOUD & Harm Reduction lesson. The course opens separately in Articulate.
i.Teach a useful decision.
Move beyond terminology into noticing a trigger, choosing a response and planning a next step.
ii.Keep the learner human.
Use an adult voice and private reflection without demanding personal disclosure.
iii.Support the facilitator.
Make the connection between the learner's page and the group's activity explicit.
A closer look / MOUD & Harm Reduction
Details that make it human.
Illustrated learning, visual cues and reflective prompts. The teaching has a clinical foundation; the experience doesn't have to read like a clinical manual.
Explore the illustrated excerpt ↗
These are selected original program pages, not newly invented sample content. Excerpts demonstrate instructional design and are not standalone treatment guidance.
Design moveFrom an abstract goal to a plan someone can return to.
02 / Featured work · Preparing for ReleaseThe transition
The transition
deserves its own
learning experience.
A reentry plan can become a stack of information. This work makes room for what the transition feels like, then gives the learner a practical way to organize goals, routines and the next steps.
The illustrated workbook and interactive course use the same central topic. The selected pages show how visual structure and journaling turn a broad intention into a more usable plan.
Emotion + actionRecognize the transition without losing the practical next step.
Sequence + reflectionFirst three days, first week and longer-term goals, with space to think.
03 / Learning systems & program architectureThe course is one part.
The course is one part.
The system makes it usable.
Content architecture, delivery choices, access, learning paths and the information staff need to support the learner.
I think about the person using the material and the team responsible for delivering it.
My work extends into LMS planning and configuration: how content is organized, how learners reach it, how staff assign it, and how completion and updates are handled. Each delivery route has different requirements.
01Clinical source
Define the scope, learner and content boundaries.
02Curriculum map
Organize the topic into a coherent learning sequence.
03Native build
Adapt pages, media and checks to the platform.
04Learner access
Support the platform's approved access route.
05Review & iterate
Use completion data and feedback to guide updates.
Edovo courses were built in its native learning environment. That is a different authoring and delivery route from importing a SCORM package.
01Versioned content
Keep approved sources and learning assets aligned.
02Package & test
Define launch, resume and completion requirements.
03Access & roles
Plan enrollment and partner-approved sign-on.
04Learning paths
Connect assignments, resources and certificates.
05Reporting & care
Separate learner progress from content maintenance.
Moodle/Open LMS and SCORM planning are part of the delivery toolkit. Sign-on, permissions, reporting and post-release access depend on the agreed implementation and testing.
01Shared topic
Keep teaching consistent with the digital pathway.
02Workbook sections
Make each section clear enough to use on its own.
03Private practice
Provide useful prompts and room for reflection.
04Facilitator flow
Map the same pages to group goals and prompts.
05Feedback loop
Listen to staff and learners, then refine the materials.
Print is a deliberate learning route, not a fallback document dump. Matching facilitator resources make the same content usable in guided groups or independent practice.
Conceptual delivery models for this portfolio. Not a production infrastructure diagram, security certification or claim that every integration is live. Private architecture, credentials and learner records are not included.
Engagement / with contextA strong signal.
A strong signal.
An honest
denominator.
The materials are built for people to choose, engage with and return to. The reported Edovo sample offers one concrete view of completion across a defined set of titles.
I keep this separate from clinical outcomes, unique learner counts and claims about what caused the result. A useful metric should be easy to inspect, not just impressive at a glance.
81%
Completion rate in an 18-title Edovo sample
364 completions out of 449 course starts
364completions
449course starts
18titles in the sample
What this number does and doesn't mean
Calculation: 364 ÷ 449 × 100 = 81.07%, rounded to 81%. The widely distributed free Sleep course is excluded from this sample.
This is a course-level completion ratio, not 449 unique people, not the completion rate of the opioid course alone, and not a measure of clinical improvement. It does not establish causation or a controlled comparison.
Source: the Edovo snapshot and calculation supplied by Ashley for this portfolio. The underlying export and reporting date range were not supplied with this build.
Reported sample, not a live dashboard. The figure is not presented as the overall rate for the entire Mind Rehab catalog.
Behind the deliverablesClinical judgment.
Clinical judgment.
Intentional design.
01Translate
Translate
without diluting.
Start with the clinical meaning, learner context and safety boundaries. Make the language clearer without quietly changing the message.
02Give each
Give each
interaction a job.
Use reflection, scenarios and checks to support a decision or action. Avoid adding clicks simply to make a lesson look interactive.
03Design across
Design across
the whole experience.
Connect digital teaching, video, participant practice and group guidance so each format reinforces the same learning purpose.
04Keep review
Keep review
part of the system.
Separate source fidelity, clinical review, media, accessibility and destination-LMS testing. A polished screen is not the only quality check.
Ashley Miller, PMHNP-BC
Founder & Lead Clinical Instructional Designer
Mind Rehab
I want the learning to feel like someone understands the person on the other side of the screen.
My correctional psychiatric practice gives me a close view of the distance between knowing a clinical concept and being able to use it in a difficult moment.
I bring that perspective to learning design: thoughtful content, adult language, useful practice and the delivery structure that makes it available.
Clinical educationBehavioral health, recovery and reentry
Learning designModular courses and meaningful practice
AuthoringRise 360 and Storyline 360
Multi-format developmentVideo, workbooks and facilitator resources
Learning systemsLMS structure, pathways and SCORM delivery
Content stewardshipSource alignment, review and iteration
Clinical learning. Clear thinking. Useful systems.Let's make the learning
Contact Ashley ↗