What I Learned Interviewing a Learning Experience Designer (LXD): Beyond “Building Modules”

One of the most eye-opening assignments in my graduate coursework (EDCI 513) was to interview professionals in the field of instructional design. Our goal? To dig deeper than job descriptions and truly understand the scope, responsibilities, and—most importantly—the mindset behind these roles. My group connected with Debbie, a content developer for Southwest Airlines, whose daily work revolves around crafting eLearning content and collaborating with customer service teams. We also spoke with Charles, a Product Support Specialist for Industrial Training International (now Interplay Learning), whose role leans technical, blending coding skills with hands-on LMS troubleshooting and client support.

But it was my recent conversation with Gina—a Learning Experience Designer (LXD) at the Federal Reserve System, whom I met through my sailing club and LinkedIn—that shifted my perspective on what it means to design learning that truly sticks. I want to share those takeaways here for anyone curious about the difference between “instructional design” and “learning experience design”—and why that difference matters.

“Find Your Jam” and Fall in Love With the Problem

Gina’s advice? “Find your jam.” You can’t fake passion in learning design, and it shows in your work. She stressed that LXD isn’t about pumping out modules for the sake of checking a box; it’s about understanding what’s really needed and why. Most requests start with, “Can you make a video explaining X?” But a true LXD will dig deeper, asking, “What’s actually happening here?” Sometimes the solution is not a course at all—it could be a simple UI fix, a change in workflow, or just opening up better communication. Gina summed up her role as, “Hand me the problem.” She designs what’s needed, not just what’s asked for. This is problem-solving with purpose.

From Compliance to Curiosity: Mapping the Full Experience

One of Gina’s most powerful tools is the Kirkpatrick Model, but she uses it to do more than just measure compliance—she uses it to map out an “experience journey” that grows both competence and curiosity. Her mission: get even the most skeptical team members excited about cloud computing and new technology. She leverages peer stories—when someone succeeds, she spotlights that transformation so others are inspired to follow suit. This social proof is often more effective than any formal training.

Learning Is an Experience—Not Just an eLearning Module

Perhaps Gina’s biggest takeaway for me was this: the learning experience itself is the product. eLearning is only a fraction of the journey. Sometimes learning happens over coffee with a colleague, in a podcast on a morning walk, or in a breakout session sharing best practices. Effective LXDs weave together real-time interactions, self-paced resources, peer feedback, and storytelling to create lasting change. It’s about finding the right blend—books, videos, guest speakers, app demos—and asking the right questions: “What’s the real problem? What’s the right solution?”

Ultimately, the LXD is a facilitator, not just a content creator. They guide learners along a roadmap that leads to genuine growth and connection. Sure, instructional designers can (and do) drive this kind of impact, but the term “Learning Experience Designer” makes room for so much more than “just” designing instruction.

If you’re exploring a career in learning design or looking to deepen your own practice, I hope Gina’s story inspires you to design with purpose—and always start by falling in love with the problem.