At the onset of the project I was aware that conferences often push the threshold of the learner's cognitive load. In consideration of this I employed Adult Learning Theory and Keller's ARCS Model of Motivation. A key component to the design and development was to keep information relevant to the target audience. I intentionally designed the programming to run the same topics in both tracks but at different levels of detail. This allowed participants to move between the tracks depending on their familiarity with a particular topic to ensure learning was relevant to the individual learner. Sessions were developed to provide participants with real-world experience, such as through manual calculations, role-playing scenarios, providing examples, and active discussion among the group. These activities also served to retain participant attention and increase the participants' confidence in their own skills and knowledge. Throughout the process I made purposeful decisions to incorporate facilitation over instruction, learner-centered experiential activities, maintain a focus on relevance, and provide participants with skills and materials that were immediately applicable to their daily work so participants could remain easily motivated and learn effectively. 

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Participant workbooks were printed and compiled into a binder for each registered attendee. This ensured participants were able to actively take notes, complete activities and engage with each session. ​​​