Make learning matter: how Leticia Batla designs for real-world impact

For Leticia Batla, learning is not successful simply because information has been delivered. It becomes meaningful when learners participate, connect new knowledge to their own experiences, and find opportunities to use what they have learned in real-world situations.

An independent educator and instructional designer, Leticia combines her teaching experience with digital learning design. Her approach is grounded in a simple idea: meaningful learning is not something that happens by chance. It has to be intentionally designed.

This learner-centered approach earned Leticia the iSpring Team Choice Award in the 2026 iSpring Course Creation Contest: Shine On, Creator!

Here’s how she approaches her work.

Designing for participation, not just information

Leticia Batla,
ESL Teacher, Autônomo

Leticia sees one of the biggest challenges in instructional design as creating learning experiences that ask learners to do more than absorb information.

“One of the biggest challenges is designing learning experiences that go beyond simply sharing information and encouraging active participation.”

For her, learning is most valuable when people connect new knowledge to what they already know and use it in relevant situations. 

“I see the greatest value when learners can connect new knowledge to their own experiences and find opportunities to apply it in real-world situations.”

That principle is especially relevant to Leticia’s work as an educator. Her English lessons focus on speaking, listening, reading, and writing while helping learners develop confidence and proficiency.

But her goal goes beyond language skills. Whether learners are learning a new language or developing another skill, Leticia believes they need opportunities to participate, make connections, and apply what they learn..

Making the purpose visible 

Before asking people to take part, Leticia makes sure they understand what they’re there to learn and why.

Leticia believes participants are more willing to take part when they understand how the learning connects to their own goals.

People are more open to new learning opportunities when they understand the purpose behind them.

Instead of simply presenting content and activities as requirements, Leticia connects them to learners’ goals. She also builds in opportunities for input and discussion, giving learners a say in the process.

This helps people feel involved in the process and more motivated to participate.

For her, buy-in comes from making a program’s value clear and giving learners a voice in the process.

“Great learning does not happen by chance”

Leticia’s philosophy of instructional design grew naturally out of her experience as an educator.

Great learning does not happen by chance; it happens by design.

For Leticia, that means designing activities, content, and interactions around what learners are meant to achieve.

Her thinking has also been influenced by Paulo Freire’s belief that education should empower people rather than simply transfer information.

My experience as an educator has shown me the importance of creating intentional learning environments, and instructional design has given me new perspectives and tools to further develop this approach.

This perspective shapes how Leticia sees the instructional designer’s role: creating the conditions that help people learn, participate, and grow.

Knowing what to leave out

Much of the work behind a finished learning experience is invisible.

Before anything is built, Leticia sorts through information, identifies what learners need, and decides what will best help them reach their goals.

Sometimes, the most valuable design decision is knowing what to leave out.

That can be harder than adding another activity, explanation, or resource. More content does not automatically mean more learning.

The goal is not simply to share information, but to help people build knowledge they can apply in relevant situations.

If an activity, explanation, or resource does not help learners understand, practice, or apply what they are learning, it does not need to be there.

Learning is a collaborative process

Leticia doesn’t see instructional design as a solitary activity.

I have learned that instructional design is not a process done in isolation; collaboration and different perspectives are essential to creating effective solutions.

When challenges arise, she revisits the learning objectives, gathers input, and works through possible solutions with others. That exchange of perspectives can happen beyond individual projects, too. iSpring Learning Exchange gives learning professionals a space to share practical experience and join collaborative discussions with peers facing similar challenges. 

That openness to other perspectives continues after a course is finished.

Rather than seeing a course as a finished product, I see it as something that can continue to grow and adapt over time.

Feedback and reflection give Leticia a way to keep refining the course as she learns more about the people using it.

Using AI without losing the human element

Leticia sees AI as one more tool in the design process.

I see AI as a creative partner that can support brainstorming, generate new ideas, improve content, and help design more engaging and learner-centered experiences.

She sees plenty of room for experimentation as AI capabilities continue to evolve. It can help learning professionals explore ideas faster, approach content from different angles, and generate possibilities they might not have considered initially.

But she is clear about what AI cannot replace.

Meaningful learning still depends on the human element: understanding learners, their needs, and the context in which they will apply their knowledge.

Keeping momentum through relevance and growth

Leticia keeps learners engaged by helping them see where their learning can take them.

People are more engaged when they understand not only the content itself, but also how they can apply that knowledge in their personal or professional lives.

She gives learners opportunities to recognize their progress and reflect on how they can use what they’ve learned. Feedback becomes part of that process rather than something saved for the end.

By focusing on the growth and transformation that learning can support, I create experiences that continue to evolve through reflection and feedback.

For Leticia, positive momentum ultimately comes from value, growth, and visible relevance.

Creating a sustainable workflow

Instructional design requires creativity, but creativity is difficult to sustain without a manageable workflow.

Leticia prioritizes what needs her attention and breaks larger projects into smaller steps.

She also makes room for parts of the process that do not show up on a task list.

I also believe in the importance of taking intentional breaks, seeking feedback, sharing ideas, and recognizing that we do not have to navigate every challenge alone.

She gives herself that same flexibility from day to day.

Accepting that productivity can vary from day to day has helped me build a more sustainable approach to my work.

It’s a useful reminder for learning professionals: a sustainable process isn’t about doing more at all times. It’s about creating enough space to keep doing meaningful work well.

From information to transformation

Across Leticia’s approach, one principle keeps coming back: learning should lead somewhere.

It should connect to learners’ experiences, give them a reason to participate, and leave them with something they can use.

Her iSpring Team Choice Award in the 2026 iSpring Course Creation Contest: Shine On, Creator! recognizes that learner-centered philosophy.

For Leticia, good design gives learners a reason to participate, connect new knowledge to their own experience, reflect on it, and put it to use.