Hadiya Nuriddin

Low ratings, content errors, and "this isn't how I would have designed it" are symptoms; the cause generally sits earlier in the process, before final review.

• Their method is to reject the first explanation and work back to the structural decision that produced the failure.
• As they put it, stop wallowing in symptoms and find the problem, which is usually right in front of you if you are willing to see it.

One post stages the problem as a scene: a client arrives with a low-rated course and wants help.

• Hadiya Nuriddin pushes back, tells him he has homework before they talk further, and points him to her DevLearn session "Who Killed the Course?," the Quality Discovery Kit, and her book Quality Management in Learning & Development rather than offering a quick repair.
• A second post describes the session as an interactive investigation into why learning programs fail and how quality problems often begin long before final review.

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Writing, in their view, shows that a designer understands the audience's context and the result the material is meant to produce.

• They say good writing is often treated as essential to instructional design, but to them, writing is design.
• Their book addresses the gap between the two skills and was built with practitioners and writers rather than as a solo guide.

A post by Nuriddin announcing The Language of Learning features chapter excerpts from contributors, whose arguments are their own.

• Karin Rex's chapter on emotional techniques says people decide emotionally and use logic to justify a decision already made, so data and features alone miss how people work.
• Seema Nagrath-Menon's chapter on writing across borders and cultures says clear writing travels further when language is simplified, cultural context is respected, and localization is done with care.
• Timothy Frost's chapter on learner-centered revision says keeping the learner at the center keeps the work focused on supporting learner success.
• Christy Tucker's chapter on voice-over scripts says conversational writing — active voice, contractions, shorter sentences — makes a script sound natural.
• Nuriddin frames the post and makes the claim that writing is design.

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In their words, in the learning quality business, the only side they are on is the learner's. In practice, that means assessing quality decisions by their effect on the learner, not by internal preference, level-one evaluation data, or whether the course matches how a designer would have built it.

In the course-investigation post, Nuriddin rejects a client's complaint that a course wasn't how he would have designed it, steers him toward facts, and sends him to find the real problem before they talk again. An excerpt they shared from Timothy Frost's chapter of The Language of Learning makes the same point: keeping the learner at the center keeps you focused on creating a product that supports learner success, and every revision should make the experience clearer and more valuable for them.

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The result is a set of self-guided tools for people to use whenever they want to strengthen their storytelling skills.

• They are explicit that the focus is not on designing stories into courses.
• Delivery — actually telling a story aloud — is the part few people want to discuss, they argue, but it still needs practice.

The Story Toolkit currently holds three interactive apps: Story Mining, for finding stories hidden in your own experiences and memories; Story Gym, for strengthening storytelling instincts through quick, hands-on practice with gamified elements; and Bring It to Life, for rehearsing the performance choices that make a story more engaging when told aloud. Nuriddin notes that no AI runs while the apps are in use, nothing written is submitted to or stored by them (it stays in the browser), the activities can be printed as a workbook, and the site is a free beta through the end of the year, with a feedback option in each app.

The post presents this as a deliberate division of Nuriddin's work, not a change of subject: as they focused more on quality management, they created the toolkit as a separate home for their storytelling work.

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Their short-form series takes one open-ended question at a time, drawn at random from an envelope, and answers it on the spot, without a script or preparation. The format makes the case that experience can carry an answer without rehearsal.

Think Headlight, described in Nuriddin's post as a series in which they draw an open-ended question from an envelope and answer it immediately, drawing on whatever experience has taught them.

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The post shows their diagnostic process.

In this creative fiction piece promoting their book and upcoming session, Hadiya Nuriddin applies their quality management framework in Learning & Development (L&D) to a fictional client’s poorly rated course. They reject surface-level complaints and push the client to investigate root causes, moving beyond symptoms to structural problems.

For brands planning a campaign

Position Hadiya Nuriddin as an authority who solves systemic problems, not just a content provider, making them a fit for high-level curriculum-overhaul consultancies.

This announcement marks the publication of their book, The Language of Learning, and a live session, 'Who Killed the Course?'. It examines why learning programs fail and establishes their focus on pedagogical and quality challenges.

For brands planning a campaign

A strong entry point for campaigns targeting L&D managers seeking expert guidance on fixing broken training programs.

Nuriddin argues that writing and design are not interchangeable in instructional design.

• Effective writing, they say, focuses on results and the audience’s context, while bridging the gap between writing and design as separate skills.
• The post includes excerpts on clear writing and global learning.

For brands planning a campaign

Position Nuriddin as a thought leader challenging industry norms and advocating a holistic approach to instructional quality.

Nuriddin details three interactive tools—Story Uncover, Story Strengthen, and Bring It to Life—that develop a creator’s storytelling skills. They focus on strengthening the storyteller, not simply designing stories into courses, positioning themselves as a practical educator.

For brands planning a campaign

Use this for campaigns targeting creators, coaches, or companies focused on soft skills training and professional development.

This video series showcases Nuriddin’s spontaneous expertise. They answer open-ended questions without preparation, drawing on years of experience in design, consulting, and storytelling to offer immediate insights.

For brands planning a campaign

A fit for marketing high-impact, unscripted interviews or live consulting engagements where rapid, authentic knowledge-sharing matters.

In one post, Hadiya Nuriddin frames a course complaint as a quality investigation, argues that symptoms are not the problem, and points to the Quality Discovery Kit and the book Quality Management in Learning & Development. A DevLearn session, "Who Killed the Course?: A Quality Management Investigation," is described as an interactive investigation into why learning programs fail.

For brands planning a campaign

For an L&D team redesigning a struggling curriculum, Hadiya Nuriddin could serve as a diagnostician before final review. A pilot could ask them to lead a quality-management investigation that separates surface complaints from root causes, using the Quality Discovery Kit as structured intake before a workshop or course audit.

Examples: Source 1 · Source 2

Instructional designers are often assumed to write well, even though writing and design are distinct capabilities.

• The Language of Learning is presented as a book developed with practitioners and writers to address that gap.
• Quoted chapter subjects include gathering strong evidence, storytelling that supports learning, writing across borders and cultures, learner-centered revision, voice-over scripts, and variables and impact.

For brands planning a campaign

A brand selling authoring tools, L&D templates, or instructional-design training could work with Hadiya Nuriddin on content about building quality into learning products. A campaign could center on a practical writing-for-design workshop or a book-led series showing how better writing changes learner outcomes, not just course appearance.

Examples: Source 1 · Source 2

It currently includes three interactive apps: Story Mining for finding stories in personal experience, Story Gym for hands-on storytelling practice, and Bring It to Life for rehearsing delivery choices. Hadiya Nuriddin says the tools use no AI, do not submit or store user writing, offer a printable workbook, and are in free beta through the end of the year.

Interactive apps, gamified practice, printable workbook, and a feedback option in each app.

The toolkit focuses on users' own storytelling skills, not on designing stories into courses.

For brands planning a campaign

This offers a campaign angle for professional-development or creativity platforms: sponsor a self-guided storytelling toolkit or workshop series to help people strengthen their storytelling and delivery skills. The audience is explicitly broader than L&D, so the pitch should not be limited to course designers.

Examples: Source 1

The format tests years of experience in instructional design, consulting, freelancing, storytelling, and L&D.

For brands planning a campaign

A brand could work with Hadiya Nuriddin on a low-production, high-credibility Q&A or reaction format. The appeal is an authentic expert response rather than polished scripted content; campaigns seeking unscripted answers and topical questions should leave room for them.

Examples: Source 1

Posts mention the session "Who Killed this Course?" on November 4, a discount code HADIYA, access to the Quality Discovery Kit, and the availability of The Language of Learning at DevLearn before its December 15 release. One post also says Hadiya Nuriddin will announce what is next for quality management in L&D.

For brands planning a campaign

Event sponsors or L&D conference organizers could work with Hadiya Nuriddin on sessions that combine teaching, investigation, and resource handoff. A campaign could pair a conference session with a downloadable diagnostic tool or book offer, framing the session as a working investigation rather than a keynote.

Examples: Source 1 · Source 2 · Source 3

One post says Hadiya Nuriddin is on the learner's side. Quoted book material says keeping the learner at the center helps focus on creating a product that supports learner success, and that every revision should make the experience clearer and more valuable.

For brands planning a campaign

Avoid positioning Hadiya Nuriddin as a generic productivity or course-authoring influencer. The stronger fit is a brief focused on diagnosing learner experience, revising content with learner impact in mind, and showing how quality decisions affect real learners.

Examples: Source 1 · Source 2

The site is a free beta through the end of the year.

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Ask whether the conference appearance is sponsored.

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Both reflect on how learning happens, not just on the tool.

Monica M M Russell examines whether AI and earlier L&D trends will replace designers, building arguments from reading lists and exhibits. Hadiya Nuriddin focuses on quality management, diagnosing failing courses, and writing as part of design.

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Like Hadiya Nuriddin, the posts make the case for an underused discipline and explain the reasoning behind it.

Sharron Crawford Corle writes about L&D strategy, deciding what to stop doing, and leadership development as AI changes what leaders are valued for. Hadiya Nuriddin addresses course quality, learner-centered revision, writing, and storytelling practice.

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Both explain recurring failures in training and offer a structured response.

Lauren Taylor focuses on filling funded courses and recruiting learners for UK training providers, covering marketing, enquiry handling, and visibility. Hadiya Nuriddin works on the quality, design, and writing of the learning itself.

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Taylor's posts describe a year-round learner-recruitment system: build a pipeline of prospective learners before you need them, respond while interest is high, show real outcomes instead of course information, stay visible every week and run a dedicated process that generates enquiries rather than relying on a handful near intake.

• If low ratings and uneven completion trace back to the wrong people being enrolled or too few of them, Taylor addresses that side of the task.
• The posts state that The Skills Angels recruited over 2,700 learners for UK training providers in a year.

The same buyer task is not solved.

• Taylor's posts say nothing about course quality, instructional design or diagnosing why a course fails once learners are inside it.
• You would be fixing who arrives, not what they experience; the efforts can run together but do not substitute for each other.
• The posts describe recruitment marketing, not course redesign.
• Ask for audience and commercial-availability details.

Examples: Source 1 · Source 2

Russell's posts work through the chain a course redesign usually needs: start with the person and their context; treat motivation, emotion, identity, habits and environment as suspects when people do not act on correct information; then apply what is known about working memory, retrieval, practice, connections, cognitive load and spaced repetition.

• Russell also frames the trade as an investigation with exhibits — the human, the motive, the brain, the design, the definition of done, the craft, the meaning — which maps well to a team deciding what learners must actually do and whether a course is even the right answer.
• The AI post adds a second useful angle: every few years a new tool is said to replace the people who make learning, and the ones that last solve a real learning problem rather than claiming to do everything.

This is a design-thinking and evidence lens, not a packaged diagnostic process.

• The posts show no staged quality-management method, discovery kit or defined audit with named artifacts, so buyers seeking a repeatable way to investigate an existing broken course will find less structure here than in Nuriddin's quality-management framing.
• These two reflective posts explore how learning works rather than offering a course audit.
• Ask for commercial and audience information.

Examples: Source 1 · Source 2

Corle's posts argue that L&D is good at adding — a new need produces a webinar, a new initiative produces resources, a gap produces training — and that everything kept carries a tail of communication, maintenance, updating, support, evaluation and eventual retirement.

• The proposed discipline is subtraction, sorted into four decisions: protect what works, improve what matters but underperforms, combine duplicate solutions and retire what has outlived its need.
• The question shifts from "what should we add next year?" to "what have we earned the right to stop doing?"
• Corle's leadership post adds a second fit: what AI changes about leadership development, and why judgment, listening and developing others become more visible as AI handles more of the surrounding work.

This sits upstream of the need to fix one failing course.

• Corle's posts operate at portfolio and leadership-strategy level, not at the level of course-quality analysis, diagnostic intake or learner-experience revision for one failing program.
• If the deliverable is a fixed course, Corle supplies the context and the case for cutting, not the fix.
• Ask for audience and commercial-availability details.

Examples: Source 1 · Source 2