Designing with the Brain in Mind

One of my favorite parts of working as a learning experience designer is collaborating with subject matter experts. They bring knowledge, years of experience, and often a huge amount of content they want learners to understand. Our role is a little different. We help turn that expertise into a learning experience that works for the learner.

Over time, one thing has become really clear to me: good course design often comes down to understanding how the brain learns.

Experts are used to holding a lot of information in their heads at once. Learners are not there yet. When SMEs walk through their topic, everything feels connected and logical because they already have the mental framework built. For someone new to the subject, though, it can feel like trying to drink from a fire hose. That is why one of the most important things we do as designers is help manage cognitive load.

Instead of presenting large blocks of information all at once, we help break content into smaller pieces that learners can process. A concept, a short explanation, maybe an example, and then a quick opportunity to think about it or apply it. Those small pauses in the learning process give the brain time to organize new information and connect it to what the learner already knows.

Another thing the brain really needs is active engagement. Reading or watching content alone rarely leads to real learning. People remember more when they have to do something with the information. That does not always mean complex simulations or elaborate activities. Sometimes it is as simple as asking learners to predict an outcome, analyze a short scenario, compare two ideas, or reflect on how a concept might show up in their work.

When I am working with SMEs, I often shift the conversation from “What do we want to tell learners?” to “What do we want learners to do with this information?” That small change can open the door to much more meaningful learning experiences.

Structure also plays a bigger role than many people realize. The brain likes patterns. When a course has a clear structure, consistent modules, and predictable navigation, learners don’t have to spend energy figuring out where they are or what comes next. That mental energy can instead go toward understanding the content. Even small details like clear headings, summaries, and repeated learning patterns make the course easier to follow and keep the focus on the learner experience.

Practice is another piece that is easy to overlook. Too often, practice is saved for the final assessment. But the brain learns best when it has multiple chances to retrieve and apply information along the way. Short quizzes, scenario questions, discussions, or reflection prompts sprinkled throughout a course can make a huge difference. They help learners test their understanding while the material is still fresh.

Working with subject matter experts is really a translation process. They know the subject inside and out, and our job is to shape that knowledge into a format that supports learning. When we design with the brain in mind, we are not just organizing content. We are creating space for learners to think, process, practice, and build understanding step by step.

Honestly, that is one of the most rewarding parts of this work. It’s pretty cool to watch expert knowledge turn into a learning experience that actually helps someone learn.