Zakia Ilyas Contact

Senior Instructional Designer & Developer

I turn complex subject matter into learning people can actually use.

I've spent 7+ years designing and building courses, training and job aids for adults, mostly in federal training programs and higher education. I figure out what learners need to do, then design and build the solution myself, using AI to work faster while keeping the decisions mine.

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AI in my workflow

Faster first drafts. People make the calls.

I use generative AI for content analysis, scenario writing, knowledge checks and visual assets. It helps me draft and explore faster, but I stay responsible for the instructional decisions, the accuracy and the final quality. Select a stage to see who does what.

    My ground rules

    Every output is a first draftI rewrite AI text, audio and images for accuracy, voice and plain language.
    SMEs validate contentExperts sign off on facts, procedures and scenarios at set gates.
    Client data stays privateConfidential material goes only into tools the client has approved.
    People check accessibilitySection 508 reviews are done by hand, as part of every build.
    See it on a real build: read the AI build log (opens in a new tab)

    See it in action

    From a dense policy page to a decision people can practice

    The same content in three versions. Step through how a procurement policy becomes training, and see what I change in AI's first draft.

    Brightline Supply · Procurement SOPSection 4.2 · Rev. 7

    4.2 Purchase Order Approval

    All purchase orders (POs) must be reviewed by the approving manager prior to release. Approvers shall verify that the vendor is active in the vendor master, that the PO total does not exceed the approver's delegated authority limit as defined in Appendix C, and that the GL account and cost center are valid for the requesting department.

    POs exceeding $5,000 issued to vendors created within the preceding 90 days require secondary approval from Procurement prior to release. Approvers may not approve POs they have created. Rejected POs must include a rejection reason code (see Table 4.3) and a comment sufficient for the requester to correct and resubmit.

    What I notice first

    • Written for auditorsAccurate and complete, but nothing asks the reader to do anything.
    • Six rules, one paragraphThe rule approvers miss most is buried in the middle.
    • The real task is a decisionApprove, reject or route. The training should practice that call.

    Brightline Supply and its policy are fictional. On a real project, an SME would review steps 2 and 3.

    How I work

    From messy source material to a finished course

    Analysis

    Start with what learners need to do

    Before designing anything, I read the documentation, existing courses and SME input. I look for gaps, what learners already know, and what they'll need to look up later. That tells me the right mix of eLearning, live training and job aids.

    Design

    Design for application

    I write measurable objectives, then build the structure, storyboards, scripts and assessments around them. Curriculum maps and crosswalks keep everything aligned, even when requirements change mid-project.

    Development

    Build it myself

    I develop interactive, SCORM-compliant courses in Storyline with scenarios, guided activities and knowledge checks. I also make the videos and graphics, or give designers clear visual direction.

    Collaboration

    Work closely with SMEs

    I'm comfortable starting with incomplete information. I ask focused questions, confirm procedures, and turn expert feedback into specific revisions everyone can follow.

    Coordination

    Keep projects moving

    I coordinate reviews, track revisions and document decisions. I flag missing sources, access issues and stalled reviews early, before they hold up the next deliverable.

    Quality

    Review like a learner

    I check for alignment, accuracy, clarity and consistency, and I make sure a change in one lesson is carried everywhere it should be. Section 508 accessibility is part of the process from the start.

    AuthoringStoryline, Rise 360, Captivate, Composica
    Generative AIClaude, Gemini, ChatGPT, ElevenLabs, Synthesia, MidJourney, Veo 3
    MediaCamtasia, Canva, Photoshop, Adobe Creative Cloud
    Methods & standardsADDIE, SCORM, xAPI, Section 508, WCAG

    Experience

    Where I've done this work

    1. Lead Instructional Designer

      ACAMS

      I design instructional materials, assessments and interactive elements for certification courses used by anti-financial crime professionals around the world. I work with product managers, SMEs and media producers to make dense AML, sanctions and fraud content clear, and I review and mentor other designers to keep quality and accessibility consistent.

    2. Lead Instructional Systems Designer

      Cybermedia Technologies

      I led design and development for federal government clients, from reviewing source material to final delivery. That included interactive eLearning, instructor-led materials, presentations and quick reference guides on technical and operational topics.

    3. Senior Instructional Systems Developer

      General Dynamics Information Technology

      I started as an Instructional Systems Developer and moved into the senior role. I ran needs, task and media analyses through SME interviews, document reviews and site visits, then built lesson plans, trainee guides, eLearning and assessments.

    4. Career readiness and course development

      Florida Atlantic University

      I developed and led career readiness workshops, made training videos and learner materials, and supported online and hybrid course development.

    About

    Hi, I'm Zakia.

    I started out in education, running career readiness workshops and making training videos at Florida Atlantic University. That time working directly with learners still shapes how I design. I explain things plainly, organize resources so people can find them, and adjust when something isn't landing.

    Most of my career since then has been in federal training, where the subject matter is technical and accuracy matters. I like learning a new topic quickly, asking SMEs the right questions, and turning what I learn into something people can use on the job.

    I can set the direction for a learning project, build it, and see it through every round of revisions.

    M.Ed.Higher Education Leadership, Florida Atlantic University
    B.A.Social Science Education, Florida Atlantic University

    Gamified microlearning

    Play a two‑minute lesson

    I designed and built this short security-awareness lesson to show how game mechanics can drive real practice. Lumi collects safe habits and jumps over risky ones, and every action comes with a reason why.

    • Objective: recognize common safe and risky security habits quickly, the way you'd need to in a real inbox.
    • Practice through repetition: each level repeats its habits at increasing speed to build fast recognition.
    • Feedback on every action: each pickup and hit explains why, so mistakes become teaching moments.
    • Chunked and reinforced: three short topics, a takeaway after each level and a recap at the end.
    • Motivation: points, combos, lives and a badge reward accuracy and keep people practicing.
    Level 1 of 3 · Passwords 0 pts

    Security awareness · 3 levels

    Lumi's Safe Run

    Practice spotting safe and risky online habits. Collect the safe ones, jump over the traps, and learn why each one matters.

    Space, ↑ or tap to jump. Jump again in the air to double jump.

    Each habit you collect or trap you hit comes with a short reason why.

    Contact

    Have a course that needs to work harder?

    Emaililyaszakia.n@gmail.com
    Phone(561) 901-8072
    LinkedInlinkedin.com/in/zakia-ilyas ↗