Student Information
Graduate StudentLearning Design and Technologies
MaryLouFulton College for Teac
Undergraduate Student
Liberal Studies
Integrative Sciences & Arts
Christopher Hendrik is a graduate student in the Learning Design and Technologies program at Arizona State University’s Mary Lou Fulton Teachers College. His work explores the intersection of instructional design, learning technologies, and software systems that support scalable digital learning environments.
With a background in software development, IT systems support, and theatre sound design, Christopher is particularly interested in how the architecture of learning technologies shapes the design of interactive educational experiences.
Christopher is currently developing a prototype structured authoring system for interactive training modules that explores how reusable course definitions and branching interaction models can support scalable instructional design workflows in digital learning environments.
His broader interests include learning technology infrastructure, instructional design workflows, and the emerging field of learning engineering.
BA Liberal Studies - Arizona State University 2026
- Learning technology systems and infrastructure
- Structured authoring systems for interactive learning
- Instructional design workflows and scalability
- Scenario-based and simulation-based learning environments
- Learning engineering and digital learning platforms
- Technology-supported instructional design in K-12 and online learning
Current research activity focuses on the development of a structured authoring system for interactive training modules. This project explores how reusable course definitions and branching interaction models can support scalable instructional design workflows and maintainable digital learning environments.
Additional interests include examining how authoring system architecture influences instructional design practices and the development of complex interactive learning experiences.
Projects
Structured Authoring System for Interactive Training Modules
Development of a prototype structured authoring framework for reusable interactive learning modules. The system explores how explicit course definitions, branching interaction models, and template-driven design can support scalable instructional design and maintainable digital learning environments.
Current development focuses on:
- structured course definitions for scenario-based learning
- reusable templates for training modules
- compilation of learning structures into SCORM-compatible modules
- exploring how authoring system architecture influences instructional design workflows
Future work will examine how structured authoring systems affect the complexity, maintainability, and development time of interactive training modules compared with slide-based authoring tools.