The development of digital learning experiences within higher education increasingly requires learning technologists to operate across multiple domains, including instructional design, media production, user experience design, and digital learning infrastructure. This paper examines these practices through a case study on the development of a course on dignity and respect in the workplace, focusing on the workflows, tools, and constraints involved in moving from concept to delivery.

The project required translating policy-oriented content into an engaging digital learning experience for staff. Early stages involved requirements gathering and consultation with stakeholders to clarify scope, learning outcomes, and delivery requirements. Learning technologists needed to develop a strong understanding of the nuances of the topic while considering narrative flow, learner prompts, and the sequencing of interactions across the course. The design team used storyboarding techniques to prototype course structure, interactions, and narrative elements before technical implementation began. This approach enabled rapid iteration on learning flows and interaction design prior to development.

The course was authored using Articulate Rise and delivered through the Canvas learning management system. Supporting assets, including voice recordings, visual character imagery, and short video segments, were produced using a range of digital media production tools. This combination of platforms allowed multimedia elements to be integrated while maintaining a structured learning pathway for participants. Generative AI tools were also incorporated during the design and development process. These tools were used during early design stages to support rapid ideation, drafting of dialogue and learner prompts, and experimentation with interaction structures. AI tools were also used to assist with coding native pages within the LMS, but required careful oversight to ensure generated code aligned with accessibility requirements, tone, and institutional context.

The project also highlighted practical constraints associated with contemporary digital learning platforms. While authoring tools such as Articulate Rise enable rapid course development, they can limit interaction design and customisation. Integrating content within an LMS also raises broader considerations around interoperability, accurate reporting and e-learning standards.

By examining the full lifecycle of the project, from requirements gathering and storyboarding through to authoring, asset creation, accessibility considerations, and delivery, the paper highlights the often invisible work involved in designing digital learning experiences. It argues that effective course development increasingly depends on learning technologists navigating a complex ecosystem of platforms, creative production tools, and emerging AI technologies while balancing pedagogical, technical, and accessibility considerations.