Shu Lyn's Portfolio
I'm an instructional designer and L&D project manager with 4+ years of experience in the semiconductor industry. I lead and manage end-to-end e-learning programs, from needs analysis with stakeholders to course design, pilot testing and data-based improvement. I also helped turn internal training into a paid service, with revenue growing 76% in its second year. I hold a Master's in Instructional Multimedia (CGPA 3.87) and work in English and Mandarin.
My path so far. Tap a stop.
Courses were needed faster than one designer could build them by hand, without cutting corners on good teaching.
A way of working where I direct Gemini and Claude from outline to finished course, and every lesson follows Gagné's Nine Events of Instruction.
Two lecture videos with nothing to click, and many learners clicked straight through.
An interactive law book in Storyline 360: find the right book, jump to any of the 8 sections, then fill in the blanks and check answers.
The old lesson was one crowded slide listing 10 types of third party. Learners heard the rules but never had to use them.
An escape-room game: learners switch off laser beams by making the right call on real dilemmas, then beat a 20-second passcode round.
Learners kept switching between a slide guide and the real system, and many claims came back with errors.
A click-through copy of the real claim screens, with a callout on every step that shows exactly where to click.
I worked on my own and needed to build the platforms and their courses quickly.
I built the platforms and used AI tools to speed up my workflow, delivering around 130 courses.
Get in touch
An interactive course on Section 17A of Malaysia's anti-corruption law, built as a law book learners can open, explore and come back to.
The old course was two lecture videos with nothing to click or do, and many learners clicked straight through. The goal: make a heavy legal topic something people actually read, and can look up again later.
Learners start by finding the right book on the shelf, then open it to a table of contents that jumps to any of the 8 sections.
Each section is a two-page spread. Key legal words are bold maroon, so eyes land on what matters.
Learners don't just read. They fill in the blanks and check their answers, and click each T.R.U.S.T. letter to open its meaning.
A warm library palette, a statute-style heading font, and two button styles: gold for moving around, dark for checking answers.
#5C4A3AShelves and background#FBF7EEBook pages#8F0000Key legal terms#FFC552Buttons#372F2BBody text#480000Hover and emphasisPlayfair Display
Section 17A (2)
Section titles. Looks like a printed law heading.
EB Garamond
A company commits an offence if a person linked to it corruptly gives or offers any gratification.
Law text, with key terms in bold maroon.
Gold pills move between pages. The dark button is only for checking answers, so it never looks like navigation.
Each T.R.U.S.T. letter opens only when clicked, keeping the page clean.
Every section page uses the same layout: law text on the left, a task or reference on the right. The table of contents branches to all 8 sections.
Two long videos became one course learners can explore.
Before
Module 1: Part I
Section 17A (1) to 17A (4)
One narrated slide deck, watched start to finish
After
Section 17A (2)
Penalty
Activity
Fine of not less than times
Jail up to years
Or
CHECK ANSWERLearners stopped clicking straight through.
Before57.1%
After0%
Before66.3%
After0%
Before34sec
After16.8min
Same measure both years, from the learning platform's completion records. 1,220 learners before, 1,290 after.
A one-page summary with the penalties and the whistleblower hotline, then a finish screen that leads to the next module.
The Integrity Challenge
An escape-room game on the Code of Conduct. Learners crack a vault by making the right call on real ethical dilemmas, then race a countdown timer.
The old lesson on dealing with third parties was a narrated video over one crowded slide: 10 types of third party and four policy points, all squeezed onto one screen. Learners were told the rules but never had to use them. The goal: make them practice the decision, not just hear the list.
To open the vault, learners must first switch off the laser beams. Each beam hides a real ethical dilemma.
The 10 types of third party from the old slide became decisions learners actually face. They pick any 3 of these 8.
Each beam opens a short scenario with three choices. Every answer gets its own feedback that explains why it is right or risky.
With the lasers off, one last lock remains: a passcode round. Learners have 20 seconds to dial in a Section 17A fact. Too slow, and the vault stays shut.
One start, two possible endings, and a summary at the end.
A dark heist look with red lasers and glowing cyan, so the game feels tense. Feedback sits on clean white cards so it is always easy to read.
#17113FTitle background#0D2433Game scenes#62F4E8Titles and glow#00A8BCButtons and choices#D8493FBeams and warnings#FFC000Time's upCRACK THE CODE
Glowing display font for titles
START SUBMIT I'M READY
Digital font for buttons, like a keypad
A consultant offers to share confidential information. How should you respond?
Serif body text for scenarios
White cards with a green tick or red cross stand out against the busy vault.
One crowded slide became eight decisions to make.
Before
Dealing with 3rd Parties and Public Officials
After
Consultants
How should you respond?
It has more interactions than the Virtual Law Library.
The last screen moves to a quiet marble hall. The full list of third parties returns here as a reminder, after learners have already practiced using it.
Software simulation
A click-through practice copy of the company's expense claim system. Learners learn to submit, manage and track claims in a safe replica, instead of reading slides on the side.
The challenge
The old training was a slide-based step-by-step guide. Learners kept switching between the slides and the real system while trying to submit a claim. Stakeholders linked this back-and-forth to a high rate of claim errors.
What I built
An interactive simulation built over the real Claim System screens. Learners practice submitting, managing and tracking general, local travel and overseas claims, with guidance right on the screen instead of in a separate file.
One guided copy of the system instead of two windows.
Before
After
Each screen copies the real system, with a callout that tells learners exactly where to click next.
Learners start on the same login page they use every day, so nothing feels new on the real day.
A callout points to the cloud icon and explains it turns green once the receipt is attached. A warning reminds learners that supporting documents can't be shared.
Picking a claim type changes the next steps, so the simulation shows learners which one to choose and why it matters.
The claim goes through and the confirmation appears, just like in the real system.
For overseas and out-of-town trips, a guided course explains why a Travel Requisition matters, then walks through the form with numbered steps that turn green as learners complete them.
The error rate fell from 36% to 31% while submission volume grew 48%.
Before36%
After31%
Target80%
Actual82%
From claim system records: January to September 2025 before, October 2025 to June 2026 after. Stakeholders also asked whether "how-to" questions dropped, but not every new employee's training could be verified, so that number was left out rather than overstated.
Course production
I direct AI to build whole courses, from the first outline to the finished lesson. Gemini and Claude speed up the writing and the build. I set the goals, shape every lesson around Gagné's Nine Events of Instruction, and check every screen.
The challenge
Courses were needed faster than one designer could build them by hand. Speed could not come at the cost of good teaching: every lesson still had to be clear, accurate and interactive.
What I built
I treat AI like a fast team that needs a clear brief. I decide what learners need and how each lesson should flow. The AI drafts and builds. Nothing reaches learners until I have checked it.
Five stages, from a blank page to a finished course. The labels show who leads each one.
I set the audience, the goals and the lesson outline.
I write the brief: the nine events for every lesson, the tone, the look and the interactions.
Gemini and Claude write the first draft. I edit it for accuracy and plain words.
The AI builds each lesson as an interactive page. I direct the design, screen by screen.
I test every interaction, check every fact and polish until it is ready to publish.
AI writes the first draft. I make the decisions. I set the learning goals and sign off every piece of content myself.
Gagné's Nine Events of Instruction is a proven order for teaching. I build it into every brief, so what the AI makes follows how people actually learn. Here is each event, with real screens from the courses.
Event 01
Open with something that makes learners want to know more.
Each course opens with a bold title, a real story or a surprising fact. One starts with a manager whose best engineer quits two weeks after a glowing review.
Event 02
Tell learners what they will be able to do.
A short list of goals comes first, written as actions learners can check off.
Event 03
Link new ideas to what learners already know.
Each lesson starts by linking back to the last one, then says what comes next.
Event 04
Show new content in small, clear pieces.
Flashcards for key terms, tabs and side-by-side cards, so learners take in one idea at a time.
Event 05
Help learners understand with examples and structure.
Step-by-step walkthroughs of real situations and clear side-by-side comparisons of the right and wrong way.
Event 06
Let learners try it themselves.
A simulator, a sorting task and a self-rating slider, so learners act instead of only reading.
Event 07
Tell learners how they did, and why.
Learners tag real workplace scenarios, then check their answer and the reason behind it.
Event 08
Check that the learning stuck.
Knowledge checks with realistic choices close each section.
Event 09
Help learners use it on the job.
Practical steps, a reflection question and an action list to try at work that same week.
Full, interactive courses in a fraction of the time, with the teaching built in from the start.
Platform ownership
Beyond single courses, I plan, build and run the learning platforms themselves, for university students, partner companies and 2,000+ learners.
Content & Platform Lead
Industry 4.0 training · university students and partner companies · 2024
Designer & Builder
Partner companies · launched 2026
Designer & Administrator
Learners in Malaysia and overseas · built in 2023