AMANDA GASSER
Lead Instructional Designer
Designing Learning Experiences for a Food Manufacturing Environment
Senior Instructional Design Highlights
During my time at Genesis10, I worked as a Senior Instructional Designer supporting a Fortune 500 organization in the food and beverage manufacturing and distribution industry. I partnered with business leaders and subject matter experts to develop e-learning and instructor-led training that translated complex food safety, quality, and operational compliance processes into clear, practical learning experiences that supported onboarding, process adoption, and performance improvement.
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Click the images below to view examples of my work that support each of these areas. See the site menu to explore other work samples.
E-Learning Development
I design interactive e-learning experiences that turn complex information into clear, engaging learning. Using tools such as Articulate Storyline and Rise, I build scenario-based modules, microlearning, and assessments that help learners apply knowledge in real-world situations. My focus is always on usability, engagement, and measurable learning outcomes.
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Instructor-Led Training Development
I develop structured instructor-led training programs that support meaningful discussion, practice, and application. This includes facilitator guides, participant materials, activities, and job aids that help instructors confidently deliver high-impact learning sessions. Each program is designed to translate complex topics into practical skills teams can immediately use.
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Video/Multimedia Development
I create video and multimedia content that enhances learning and improves knowledge retention. From scripted explainer videos to process walkthroughs and animated training segments, I design visual learning assets that simplify complex topics and keep learners engaged. These resources can stand alone or complement e-learning and instructor-led programs.
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Audience
This course was designed for cross-functional teams involved in product development, food safety, and equipment design within a large food and beverage manufacturing organization.​
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Primary Audience:
R&D food scientists, process development engineers, and quality and food safety professionals responsible for evaluating equipment used in food production.
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Secondary Audience:
Manufacturing engineers, sanitation leaders, and plant operations personnel who play a role in ensuring processing equipment meets hygienic design standards and regulatory requirements.
Business Problem
Food and beverage processing equipment must meet strict hygienic design standards to prevent contamination and ensure regulatory compliance. However, R&D, engineering, and plant teams often evaluate equipment differently, leading to designs that are difficult to clean, inconsistent inspections, and increased food safety risk.
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This course provided a shared framework for evaluating hygienic equipment design, helping teams identify acceptable and unacceptable design features and ensure equipment can be effectively cleaned, inspected, and maintained.
Future Iterations
My Role
I was the sole designer on this project. I partnered with subject matter experts within the Food Safety and Regulatory Affairs teams to source the initial base content. Using the ADDIE model, I designed the course structure using a design document and then developed the full course including all graphics, animations and interactions.
Tools Used
Adobe Captivate • Adobe Illustrator
Modular Learning Design
Rather than delivering all content in a single course, the training could be redesigned as a series of shorter modules. Each hygienic design principle (Accessible, Cleanable, Compatible Materials, No Collection Points, Hygienic Operational Performance) could function as its own microlearning lesson, allowing learners to focus on one concept at a time and revisit specific topics when needed.
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Expanded Scenario Practice
Additional equipment evaluation scenarios could be added to provide more opportunities for learners to apply hygienic design principles in realistic manufacturing situations.
Human-Centered Design Approach
Reducing Cognitive Load
Complex food safety and engineering concepts were simplified using clear visuals, icons, and consistent layouts. Information was presented one concept at a time so learners could focus on key ideas without being overwhelmed.
Structured Learning (Chunking & Scaffolding)
Content was organized around five core hygienic design principles—Accessible, Cleanable, Compatible Materials, No Collection Points, and Hygienic Operational Performance. Learners first build foundational understanding of these principles and then progressively apply them to evaluate equipment design.
Real-World Application
Scenario-based activities require learners to evaluate real manufacturing equipment and classify designs as Acceptable, Marginal, or Unacceptable. These interactions mirror real decisions made by R&D, engineering, and food safety teams in manufacturing environments.
Example Course Elements
Click through the slides below to view examples from the course design.
Scaffolding: Learners first build foundational knowledge by understanding what hygienic equipment design is and why it matters before learning how to evaluate equipment against design principles.
Audience
This training was designed for R&D associates involved in innovation projects within a global food and beverage organization. Participants included product development, process development, packaging development, quality, regulatory, food safety, and nutrition teams responsible for executing product innovation initiatives.
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Primary Audience:
R&D project team members responsible for completing activities and deliverables within the Technical Stage Gate process.
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Secondary Audience:
R&D project leads, discipline approvers, and gate approvers responsible for coordinating technical deliverables, approving readiness, and supporting innovation project decisions.
Business Problem
The Technical Stage Gate (TSG) process was introduced to provide a consistent structure for R&D teams to manage innovation projects, ensuring quality, regulatory, and food safety governance while improving efficiency and speed to market.
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This training was designed to help R&D associates understand the steps, activities, tools, and responsibilities required at each stage of the Technical Stage Gate process so projects can be executed consistently and effectively.
Tools Used
PowerPoint • Adobe Illustrator • Adobe InDesign
My Role
I served as the lead instructional designer for this training experience. I partnered with subject matter experts across R&D disciplines to translate the Technical Stage Gate process into a structured learning program.
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My responsibilities included:
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Designing the overall learning structure for the course
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Translating complex innovation process documentation into clear instructional content
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Developing learning activities and case study exercises
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Designing visuals and learning materials to support instructor-led delivery
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Creating the instructor guide and participant materials
Future Iterations
Modular Learning Design
Rather than delivering all content in a single course, the training could be redesigned as a series of shorter modules. Each hygienic design principle (Accessible, Cleanable, Compatible Materials, No Collection Points, Hygienic Operational Performance) could function as its own microlearning lesson, allowing learners to focus on one concept at a time and revisit specific topics when needed.
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Expanded Scenario Practice
Additional equipment evaluation scenarios could be added to provide more opportunities for learners to apply hygienic design principles in realistic manufacturing situations.
Design Approach
Progressive Learning and Applied Activities
The training was designed to help learners understand a complex innovation process through progressive learning and applied activities.
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Content was organized around the five stages of process.​ Learners first reviewed the overall innovation process and then explored each stage in detail, including the key activities, deliverables, and decision points required to move projects forward.
Experiential Learning
To help learners apply the process in a realistic way, the course incorporated a case study based on a product innovation scenario.
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Participants worked through the stages of the Technical Stage Gate process while analyzing project decisions, identifying risks, and discussing the responsibilities of different R&D disciplines.
These collaborative exercises allowed learners to connect the process to real innovation work they perform in their roles.
Example Course Elements
Click through the slides below to view examples from the course design.
Slide Design: Animations build to reduce cognitive load on learners, breaking down content into manageable chunks.
Audience
This course was designed for all employees across the organization, including designers, engineers, project managers, and operational staff.
Because learners had varying levels of familiarity with quality concepts, the course served as a foundational learning experience before employees participated in more detailed departmental training sessions.
My Role
I led the development of the e-learning module in partnership with the Quality team.
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My responsibilities included:
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Collaborating with subject matter experts to translate quality documentation into learning content
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Creating course storyboards and scripts
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Developing animated video segments used throughout the course
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Building the interactive e-learning module
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Creating role-based examples demonstrating how quality processes apply to different positions
Business Problem
The organization had developed a formal Quality Management System (QMS) but many employees were unfamiliar with how quality processes applied to their roles or how the system supported project delivery.
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The Quality team needed a scalable learning solution that could establish a shared understanding of quality across the organization before conducting role-specific training with technical departments.
The e-learning course introduced the organization’s commitment to quality, explained how the QMS supports consistent project outcomes, and helped employees understand the importance of documented processes and continuous improvement.
Tools Used
Rise 360 • Adobe Illustrator • Adobe Express
Design Approach
Simplifying the Complex
Quality management frameworks can be difficult for employees unfamiliar with formal quality systems. To make these concepts more accessible, the course introduces frameworks such as the Plan–Do–Check–Act (PDCA) cycle using clear explanations, visual diagrams, and real-world examples.
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To further reinforce understanding, the course includes role-based scenarios aligned to different areas of the business. Each scenario demonstrates how the PDCA framework applies to real project situations, allowing employees across disciplines to see how their work fits into the organization’s quality process and contributes to continuous improvement.
Progressive Learning Structure
The course guides learners through a logical sequence:
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Leadership commitment to quality
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What quality means within the organization
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How quality is achieved through the QMS
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Examples of how quality practices apply across roles
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This structure builds foundational understanding before learners move into more detailed, department-specific training.
Visual Explanations
Animated segments and visual diagrams are used to illustrate concepts such as the PDCA cycle, helping translate abstract quality principles into clear, memorable learning moments.
Example Course Elements
Click through the slides below to view examples from the course design. The video example is on slide 3.
Course Structure: This structure builds foundational understanding before learners move into more detailed, department-specific training.