We had the distinct pleasure to interview award winning designer Mina Maazi about their original and creative Adaptive Training Platform design work. Mina Maazi is an award-winning service designer, that makes our world a better place with their original adaptive training platform works.
Mina Maazi ("MM") answered Design Interview ("DI") questions about their award-winning work Alma Adaptive Training Platform. Interview questions prepared by Frank Scott.
MM : While Alma was originally designed as part of an academic project, its real-world potential quickly became clear. Moving forward, I plan to refine and develop the platform further, exploring ways to make it accessible to corporate onboarding programs, NGOs, and adult education centers. I'm particularly interested in collaborating with developers and learning experts to bring Alma into production—whether as a stand-alone product or as part of a larger digital learning ecosystem. I also hope to submit future iterations to additional design awards and gain feedback from a wider global audience. Ultimately, my goal is to turn Alma into a fully functional product that genuinely helps people grow in their professional journeys.
MM : Our main focus in designing Alma was to bridge the gap between digital tools and human readiness. While many platforms exist to deliver content, we noticed that few truly engage learners in a meaningful, personalized way, especially those who are not digitally confident. What we wanted to achieve was a sense of empowerment for users—especially employees who often feel overwhelmed by generic digital training. Alma’s adaptive learning paths, peer support options, and intuitive interface were all crafted to reduce anxiety, increase motivation, and build a sense of control over one’s learning journey. Ultimately, the goal wasn’t just to design a digital product—it was to design a supportive experience that helps people transition into a more digital workspace with confidence and clarity.
MM : While Alma was originally designed as part of an academic project, its real-world potential quickly became clear. Moving forward, I plan to refine and develop the platform further, exploring ways to make it accessible to corporate onboarding programs, NGOs, and adult education centers. I'm particularly interested in collaborating with developers and learning experts to bring Alma into production—whether as a stand-alone product or as part of a larger digital learning ecosystem. I also hope to submit future iterations to additional design awards and gain feedback from a wider global audience. Ultimately, my goal is to turn Alma into a fully functional product that genuinely helps people grow in their professional journeys.
MM : The initial timeline for the university project was six weeks, during which the core framework was developed. However, after the course ended, I dedicated an additional two months to evolve the concept independently — refining the idea, redesigning the UX/UI, and preparing a fully articulated version that was suitable for submission to an international design award. It became more than just a class project; it transformed into a vision I truly believed in.
MM : Although the initial brief was introduced as part of a university module, the topic immediately resonated with me on a deeper level. Having worked in large organizations before, I had witnessed firsthand the challenges individuals face in digital onboarding and training. This real-world experience made me realize the broader potential of the idea. I wasn’t just completing an assignment — I was inspired to design something meaningful, scalable, and human-centered. That’s what drove me to pursue and evolve the concept far beyond the original scope.
MM : Currently, the design has not yet been produced by any company. However, I am absolutely open to selling or licensing the production rights to any individual or organization interested in investing in its development. I believe the concept has strong potential for real-world application, and I would be thrilled to see it evolve further through collaboration with the right partner.
MM : As someone who has worked in large organizations, I’ve seen firsthand how overwhelming and inconsistent onboarding and training processes can be—especially when adapting to new digital systems. When our university project brief focused on digital adoption readiness, I immediately felt connected to the topic. I realized this was an opportunity to design a solution that blends human-centered thinking with AI to create more inclusive, adaptive, and stress-free learning experiences. Alma was born from that vision—transforming a simple academic brief into a scalable, real-world solution.
MM : Yes, definitely. I was deeply inspired by Don Norman’s principles of human-centered design, especially the emphasis on making technology intuitive and emotionally supportive. The concept of adaptive learning was also influenced by real-world platforms like Duolingo and Notion, where user personalization plays a key role. Additionally, my experience working in professional environments and observing onboarding challenges provided crucial insights that shaped Alma’s user journey and visual system. Alma is a blend of academic insight, industry experience, and best practices from inspirational design leaders.
MM : Alma is designed for adult learners who face challenges in onboarding, upskilling, or transitioning into new digital environments—especially within corporate or institutional settings. The primary users include employees in large organizations, newcomers to digital tools, and individuals from linguistically diverse backgrounds who may struggle with traditional training methods. HR teams, corporate trainers, and learning & development (L&D) departments are also key stakeholders who can benefit from Alma’s adaptive, personalized, and inclusive learning platform.
MM : Alma stands out due to its human-centered and behavior-driven approach to adaptive learning. Unlike many e-learning platforms that rely solely on linear content delivery, Alma uses the VARK model to tailor content based on individual learning styles and behaviors. It also provides language-independent access, making it inclusive for users from diverse linguistic backgrounds. The integration of peer-to-peer mentorship and real-time AI-driven analytics dashboards allows both learners and educators to track meaningful progress. Alma doesn’t just deliver information—it empowers users through personalized, empathetic, and scalable learning experiences.
MM : The name “Alma” is an acronym that stands for Adaptive Learning for Mentorship and Accessibility. I chose this name because it beautifully encapsulates the essence of the platform — a tool that adapts to individual learning needs, fosters meaningful mentorship, and ensures accessibility for all users, regardless of their background. Interestingly, “Alma” also means “soul” in several languages, which aligns perfectly with the project’s goal of creating an emotionally resonant and human-centered learning experience.
MM : I primarily used Figma for ideation, wireframing, and prototyping. It allowed me to quickly iterate and collaborate with mentors and peers during the design process. I also used Miro for mapping the user journey and brainstorming ideas in the early research phase. To document the process and present the final design, I used Notion and Google Slides, which helped in organizing insights and storytelling.
MM : The most unique aspect of ALMA is its adaptive learning engine that personalizes the training journey based on users’ behavior, preferences, and pace—especially for adult learners and those with digital literacy challenges. Unlike many corporate training tools, ALMA is designed to be language-independent and inclusive, making it usable even by users with low reading ability or neurodiverse profiles. The platform also combines peer mentorship and real-time feedback, creating a human-centered experience that feels empowering rather than overwhelming.
MM : Although the initial concept was developed as part of a university group project, I took the initiative to reshape and elevate the idea significantly. I independently refined the concept, redefined the user journey, and built the prototype from scratch. While the group collaboration helped spark early discussions, the final design submitted for the competition reflects my personal design direction and execution. I relied on my own specialized skills in UX/UI design, behavioral psychology, and adaptive learning frameworks to bring the concept to life.
MM : Technology plays a central role in this design. The platform is powered by AI to personalize learning paths based on user behavior and preferences. It also includes real-time analytics to provide insights into progress and engagement, enabling adaptive content delivery. Furthermore, the system is designed to be language-independent and scalable across industries—leveraging smart scheduling algorithms, responsive design, and modular integration with third-party tools. Technology here is not just a feature—it’s the foundation that allows the platform to be inclusive, intuitive, and future-ready.
MM : Yes, but the research was conducted after the university submission, specifically to elevate the project to competition standards. Although initial ideation was based on general assumptions and academic briefs, I later carried out user interviews and usability tests to validate the concept and refine the design. These insights helped me improve the user flow, personalize learning styles more effectively, and add meaningful features to enhance the product’s impact. The transformation from a university project to an award-level design was entirely research-driven and user-centered.
MM : One of the biggest challenges I faced was not knowing whether the features and technical aspects I envisioned could actually be developed. Since my background is in design, not development, I was initially unsure if the adaptive learning algorithm, VARK integration, or real-time dashboards were technically feasible. To overcome this, I consulted with developers and AI specialists to validate the feasibility of my ideas. Through these discussions, I was able to refine the concept, adjust the features where necessary, and find practical solutions without compromising the core vision of the product.
MM : After completing the initial version of the project for university, I realized that the concept had potential far beyond an academic setting. I had already invested extra time redesigning and developing the idea beyond the group assignment, shaping it into something that could truly make an impact. Given my ambition to grow as a designer and gain international visibility, submitting it to an international competition felt like the natural next step. I specifically chose the A’ Design Award because of its reputation, jury expertise, and the platform it offers to meaningful and socially impactful design. Participating was also a strategic move to become more recognized within the professional design community, connect with like-minded designers, and elevate the credibility of my work in the global context.
MM : Working on this project taught me how to take ownership of an idea from scratch and turn it into something meaningful and competition-ready. Although it began as a group assignment, I independently restructured the entire concept, conducted new research, and redesigned the experience to align with real-world needs and international standards. One of the key lessons was navigating ambiguity—I wasn’t initially sure if the features I envisioned could be realistically developed. But through consultations with developers and further UX research, I learned how to bridge the gap between ideation and technical feasibility. This process also deepened my empathy, especially in designing for accessibility and inclusive learning. It strengthened both my problem-solving and storytelling skills, and helped me see the true value of design as a transformative tool.
MM : Yes—one important point I’d like to mention is the role of mentorship in my journey. Alongside designing, I actively mentor aspiring designers through platforms like ADPList and Moonshot (UC Berkeley). This isn’t just a way of giving back—it keeps me connected to fresh perspectives and reminds me of how far I’ve come. Also, I want to emphasize that even though some of my award-winning projects were initially born in academic settings or group formats, I made the conscious choice to evolve them far beyond their original scope. I believe that what you do with an idea after class—or outside meetings—is where your real design identity takes shape. I would also like to express my gratitude to the professors and peers I collaborated with during my academic journey. Their insights, feedback, and collaboration helped shape the foundation from which these ideas could grow. And finally, I’d like to thank everyone who believes in thoughtful, human-centered design. It’s not just about creating beautiful interfaces or smart systems; it’s about creating impact, dignity, and access—one design at a time.
