Learning & pedagogy
Determines what should happen, what learners must ultimately demonstrate, and why the experience should work.
About me
I’m happiest when I’m creating.
I’m an educator, designer, technologist, and builder. My career has moved from classroom, to course, to product, to system. The scale has changed, but the joy in creating—and the hands-on experience behind it—has not.
Career evolution
From classroom creativity to global learning products.
I entered education because I loved helping people learn, but I quickly discovered that I was most energized by creating the experiences around that learning: an unusually memorable presentation, an activity that made it safer to make mistakes, a video that clarified what the textbook could not, or a game that gave learners a meaningful reason to participate.
Whenever an idea exceeds my existing skills, I learn what is needed to bring it to life—video editing, motion graphics, web development, game design, vibe coding… the list goes on and will never cease growing. Over time, these individual ideas have grown in ambition, as too has my skill set and ability to enact them. Now, I no longer build for just myself and my classroom, but for the world.
The classroom
Learning as human connection
Teaching French showed me how vulnerable learning can be. Humor, emotional safety, authentic communication, and playful challenges helped learners take risks and connect ideas to something they cared about.
The identity
Finding my bliss
Prof Trent emerged when I began creating animated lessons, social media resources, immersive activities, and eventually FrançaisMon GO. It was the point at which making became central to my professional identity, and not simply an extra flourish to my teaching.
The professional
Building for others
At NYU and Nova Southeastern University, my focus expanded from my own learners to faculty, production teams, and whole programs. I learned to translate between pedagogy, creative production, technology, and implementation.
The leader
Guiding and empowering others
At Berlitz, my work expanded from designing individual experiences to shaping global products, development systems, and teams. I now focus on defining strong models, giving people the clarity and capability to own them, and creating systems through which good work can continue without depending on one person.
Learning-product architecture
From learning problem to scalable system.
I work across the full learning-product lifecycle: pedagogy, experience design, technology, media, production, and implementation. That breadth allows me to see how a decision in one area affects the others—and to move between strategic direction and hands-on prototyping when doing so creates the most value.
1 · Understand the problemLearners, customers, context, evidence, constraints, and the need beneath the initial request.
2 · Architect the experienceLearning model, product direction, curriculum, interaction, assessment, and the relationships between them.
3 · Prototype the solutionBuild enough of the experience, media, technology, or workflow to make the idea concrete and testable.
4 · Learn and iterateUse feedback, observation, analytics, and professional judgment to challenge assumptions and improve the model.
5 · Design for scaleConvert the validated model into standards, tools, workflows, training, and clear ownership.
Connected disciplines
I see the whole system—not a collection of separate hats.
Product & experience
Turns the learning need into a coherent journey that balances users, customers, evidence, constraints, and outcomes.
Technology & media
Expands what can be built and how ideas can become clear, engaging, interactive, and testable.
Production & systems
Makes a validated solution repeatable through workflows, tools, standards, automation, and shared practice.
Systems thinking
Fix the system, not just the symptom.
A one-time technical problem often reveals recurring friction: a confusing process, avoidable production task, or tool that does not fit the work. I look beyond the immediate answer for the reusable resource, workflow, automation, or custom tool that can address the root cause.
AI & emerging technology
Purpose before platform.
From mobile games and virtual reality to synthetic media and conversational AI, I approach every new technology from the same enthusiastic yet critical perspective. What is the pedagogical value? What learning experience might it enable? What burden might it remove?
The technology changes; the core question does not: Does this help people learn?
For me, AI is most valuable when it extends the human experience—empowering creators and enabling experiences that would otherwise be unattainable. AI is an increasingly useful part of the workplace toolkit, but not the identity around which the work revolves.
Leadership philosophy
Build the model. Develop the people. Let both grow.
My leadership has evolved from being the person who could solve nearly every problem to creating the conditions in which I no longer need to. I aim to establish a clear model, make expectations and ownership visible, develop the capabilities around me, and give talented people room to carry the work forward in ways that may differ from my own.
Shared ownership
Make ownership clear.
In lean, multidisciplinary teams, breadth can easily turn one person into the default owner of everything. I work deliberately against that pattern by clarifying decisions, responsibilities, quality expectations, and where each person has room to lead.
Capability building
Develop independence.
When someone is not yet able to deliver what the work requires, my first question is not how quickly I can fix the deliverable myself. It is what clarity, feedback, practice, or support will help that person succeed independently next time.
Adaptable systems
Build for change.
Products, assumptions, and priorities will change. I design workflows and systems to absorb that change: prototypes that can be tested early, components that can be revised without rebuilding everything, and processes that turn new evidence into better work.
The goal is not to remain at the center of every decision or deliverable. It is to invent and validate a strong approach, establish the playbook, develop capable owners, and remain involved where judgment or hands-on contribution creates disproportionate value.