Teaching adult learners across multiple post-secondary institutions, plus three published Pluralsight courses. Before I built training inside leadership roles, I was teaching.
Before the leadership pattern, there was the craft itself: years of teaching adult learners at post-secondary institutions, and three published courses on Pluralsight. Individual contributor work, not leadership work.
The discipline came from there. Instructional design. Adult learning. Translating technical work into transferable knowledge. By the time I built the training function at Gener8 from inside operational leadership, the teaching craft was already established.
Teaching adult learners in active, applied fields changes what "good teaching" means. The work is not finished when the class ends. It is finished when the learner can do the thing in the work that comes after. That changes the design.
Less theory. More transferable craft. Less measurement of what learners can recite during. More measurement of what they can do after.
That standard built specific operating instincts:
Those instincts are what every L&D operation I've built since runs on.
At Centre for Entertainment Arts, the work shifted: I began overseeing academic development for programs outside my technical expertise. The instructional craft I'd built in classrooms became the operating model for leading multi-domain L&D systems. That move from subject expert to multi-discipline operator is the throughline of every leadership role since.
Five institutions across Vancouver's post-secondary landscape. Different formats, different audiences, same operating standard. Many of these affiliations ran in parallel, including alongside full-time operational roles.
The widest range of teaching modalities. Classroom and capstone work spanned compositing, production, and physical filming and photography. Continuing-education micro-courses extended the practice to working professionals.
Teaching spanned classroom and on-set work, including physical filming and photography. Pre-dates and runs alongside my operational leadership at CEA. The student-facing teaching extended into industry-facing public presence.
The longest-running teaching affiliation, spanning the institution's rebrand to La Salle College Vancouver. A multi-subject curriculum that grew over time, including physical filming and photography alongside the software work.
Designed the instructional architecture for a new program, as SME rather than classroom instructor.
Capstone mentorship and online instruction. Runs alongside my operational leadership at Think Tank. Teaching extended into industry trade event work and SME collaboration.
Three published courses designed as a learning arc: foundational, intermediate, and advanced. Created for working professionals upskilling on an industry-standard tool.
Foundational course teaching learners how to complete a simple green screen shot and composite in NUKE. The starting point of the curriculum arc.
Intermediate course on the fine-detail techniques of green screen keying: edge work, despill, and integration with complex backgrounds.
Advanced course on the non-destructive paint workflow for clean-plate creation in NUKE. Closes the arc.
Selected excerpts from students whose careers carried the teaching forward.
The discipline that started in classrooms and Pluralsight studios became the operating model that ran training functions, regulatory cutovers, and institutional scale-ups. Same instinct, different stakes.
Capability that transfers to the work is not a theory. It is a craft. The craft started here.