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<meta name="description" content="Learning & Development portfolio of Devis Saputra, including enterprise learning systems, curriculum design, academic program development, digital health learning workflows, accreditation, and international student programs.">
<title>Devis Saputra — Learning & Development Portfolio</title>
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</head>
<body class="portfolio-detail">
<div class="page">
<aside class="sidebar">
<div class="sidebar-top">
<h1>Devis Saputra</h1>
<p class="tagline">Learning Designer | AIEd</p>
<nav class="toc" aria-label="Learning and development page navigation">
<a href="index.html">← Main Portfolio</a>
<a href="#overview">Overview</a>
<a href="#lnd-research-bundles">Empirical Studies <i class="fa-brands fa-github" aria-hidden="true"></i></a>
<a href="#projects">Projects</a>
<a href="#contact">Contact</a>
</nav>
</div>
<div class="sidebar-bottom" aria-label="Contact links">
<div class="contact-label">Links</div>
<a href="mailto:devis.saputra@gmail.com"><i class="fa-solid fa-envelope" aria-hidden="true"></i><span>Email</span></a>
<a href="https://linkedin.com/in/devissaputra" target="_blank" rel="noopener noreferrer"><i class="fa-brands fa-linkedin" aria-hidden="true"></i><span>LinkedIn</span></a>
<a href="https://www.xing.com/profile/Devis_Saputra" target="_blank" rel="noopener noreferrer"><i class="fa-brands fa-xing" aria-hidden="true"></i><span>Xing</span></a>
<a href="https://github.com/devissaputra/" target="_blank" rel="noopener noreferrer"><i class="fa-brands fa-github" aria-hidden="true"></i><span>GitHub</span></a>
<a href="https://orcid.org/0000-0002-7133-9410" target="_blank" rel="noopener noreferrer"><i class="ai ai-orcid" aria-hidden="true"></i><span>ORCID</span></a>
<a class="scholar" href="https://scholar.google.com/citations?user=EB5_ZRMAAAAJ&hl=en&oi=ao" target="_blank" rel="noopener noreferrer"><i class="ai ai-google-scholar" aria-hidden="true"></i><span>Google Scholar</span></a>
</div>
</aside>
<main class="content">
<a class="back-link" href="index.html"><i class="fa-solid fa-arrow-left" aria-hidden="true"></i> Back to main portfolio</a>
<div class="portfolio-nav" aria-label="Portfolio areas">
<a href="research.html">Research</a>
<a class="active" href="learningdevelopment.html" aria-current="page">Learning & Development</a>
<a href="aiengineering.html">AI Engineering</a>
<a href="aieducation.html">AI in Education</a>
</div>
<section class="hero" id="overview">
<h2>Portfolio in Learning & Development</h2>
<p class="lede">This portfolio documents work in learning design, learning systems, curriculum development, assessment and academic program improvement. The empirical studies examine workforce learning questions using external data, while the project section presents implemented work in corporate learning, higher education and learning technology.</p>
<div class="project-index" aria-label="Page content">
<a href="#lnd-research-bundles">Empirical Studies</a>
<a href="#projects">Projects</a>
</div>
</section>
<!-- LND EMPIRICAL STUDIES START -->
<section class="repo-section" id="lnd-research-bundles">
<div class="eyebrow-rule bundle-heading"><h2>Empirical Studies <i class="fa-brands fa-github section-title-icon" aria-hidden="true"></i></h2></div>
<p class="repo-section-intro">Four empirical studies are presented before the practitioner cases. They examine organizational knowledge resilience, employer training capacity, changes in technology requirements and the decision value of training evidence. Each study uses an external dataset, states the analytical procedure and separates measured results from managerial interpretation.</p>
<article class="repo-project research-bundle" id="organizational_network_resilience">
<header class="repo-project-heading"><div class="repo-kicker">Empirical Studies. Learning & Development.</div>
<h3>Organizational Communication Resilience Under Key Actor Loss</h3></header>
<div class="repo-project-grid">
<div class="repo-visuals">
<figure class="repo-visual">
<svg role="img" aria-label="Colorful scientific resilience chart comparing targeted actor loss with deterministic comparator draws" viewBox="0 0 1200 675" style="display:block;width:100%;aspect-ratio:16/9;background:#f8fbff">
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<text x="52" y="43" fill="#ffffff" font-family="IBM Plex Sans,Arial,sans-serif" font-size="29" font-weight="700">Communication Resilience Stress Test</text>
<text x="52" y="72" fill="#dbeafe" font-family="IBM Plex Sans,Arial,sans-serif" font-size="15">Targeted loss vs 200 deterministic same count comparator draws</text>
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<text x="1054" y="49" text-anchor="middle" fill="#ffffff" font-family="IBM Plex Sans,Arial,sans-serif" font-size="13" font-weight="700">EMPIRICAL RESULT</text>
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<text x="46" y="71" text-anchor="end">1.00</text>
<text x="46" y="151" text-anchor="end">0.95</text>
<text x="46" y="231" text-anchor="end">0.90</text>
<text x="46" y="311" text-anchor="end">0.85</text>
<text x="62" y="388" text-anchor="middle">5</text>
<text x="190" y="388" text-anchor="middle">10</text>
<text x="318" y="388" text-anchor="middle">15</text>
<text x="447" y="388" text-anchor="middle">20</text>
<text x="704" y="388" text-anchor="middle">30</text>
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<text x="383" y="418" text-anchor="middle" fill="#334155" font-family="IBM Plex Sans,Arial,sans-serif" font-size="14" font-weight="600">Actors removed</text>
<text transform="translate(18,210) rotate(-90)" text-anchor="middle" fill="#334155" font-family="IBM Plex Sans,Arial,sans-serif" font-size="14" font-weight="600">Retained global efficiency</text>
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<text x="22" y="34" fill="#172033" font-family="IBM Plex Sans,Arial,sans-serif" font-size="17" font-weight="700">What changes?</text>
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<text x="76" y="73" fill="#172033" font-family="IBM Plex Sans,Arial,sans-serif" font-size="13" font-weight="700">Targeted loss</text>
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<text x="76" y="110" fill="#172033" font-family="IBM Plex Sans,Arial,sans-serif" font-size="13" font-weight="700">Comparator mean</text>
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<text x="76" y="149" fill="#172033" font-family="IBM Plex Sans,Arial,sans-serif" font-size="13" font-weight="700">Comparator p05 to p95</text>
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<text x="22" y="238" fill="#9a3412" font-family="IBM Plex Sans,Arial,sans-serif" font-size="17" font-weight="700">At 30 removals</text>
<text x="22" y="273" fill="#475569" font-family="IBM Plex Sans,Arial,sans-serif" font-size="12">20.3% of network actors</text>
<text x="22" y="309" fill="#dc2626" font-family="IBM Plex Sans,Arial,sans-serif" font-size="13" font-weight="700">TARGETED</text>
<text x="22" y="341" fill="#dc2626" font-family="IBM Plex Sans,Arial,sans-serif" font-size="28" font-weight="700">0.8608</text>
<text x="137" y="309" fill="#2563eb" font-family="IBM Plex Sans,Arial,sans-serif" font-size="13" font-weight="700">COMPARATOR</text>
<text x="137" y="341" fill="#2563eb" font-family="IBM Plex Sans,Arial,sans-serif" font-size="28" font-weight="700">0.9917</text>
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<text x="22" y="397" fill="#9a3412" font-family="IBM Plex Sans,Arial,sans-serif" font-size="14" font-weight="700">Gap = 0.1309</text>
<text x="22" y="420" fill="#7c2d12" font-family="IBM Plex Sans,Arial,sans-serif" font-size="11">Targeted result is below comparator p05</text>
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<text x="52" y="637" fill="#475569" font-family="IBM Plex Sans,Arial,sans-serif" font-size="12">Structural communication access is more sensitive to key actor loss than to same count comparator loss under this operationalization.</text>
</svg>
<figcaption>Targeted versus random resilience stress test</figcaption>
</figure>
<figure class="repo-visual">
<svg role="img" aria-label="Colorful scientific workflow for organizational communication resilience analysis" viewBox="0 0 1200 675" style="display:block;width:100%;aspect-ratio:16/9;background:#ffffff">
<defs>
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<text x="52" y="43" fill="#ffffff" font-family="IBM Plex Sans,Arial,sans-serif" font-size="29" font-weight="700">From Enron Email Events to L&D Resilience Evidence</text>
<text x="52" y="72" fill="#e0e7ff" font-family="IBM Plex Sans,Arial,sans-serif" font-size="15">A reproducible structural stress test pipeline with explicit claim boundaries</text>
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<rect x="44" y="138" width="218" height="128" rx="16" fill="#dbeafe" stroke="#3b82f6" stroke-width="2"/>
<text x="64" y="172" fill="#1d4ed8" font-size="16" font-weight="700">1 · ENRON HYPERGRAPH</text>
<text x="64" y="205" fill="#334155" font-size="13">148 actors</text>
<text x="64" y="228" fill="#334155" font-size="13">10,885 email events</text>
<text x="64" y="251" fill="#334155" font-size="13">26,914 incidences</text>
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<text x="356" y="172" fill="#0e7490" font-size="16" font-weight="700">2 · PROJECT NETWORK</text>
<text x="356" y="205" fill="#334155" font-size="13">Undirected joint participation</text>
<text x="356" y="228" fill="#334155" font-size="13">Deduplicate event members</text>
<text x="356" y="251" fill="#334155" font-size="13">2,583 simple edges</text>
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<text x="648" y="172" fill="#15803d" font-size="16" font-weight="700">3 · BASELINE ACCESS</text>
<text x="648" y="205" fill="#334155" font-size="13">Global efficiency</text>
<text x="648" y="232" fill="#15803d" font-size="24" font-weight="700">0.5601</text>
<text x="648" y="254" fill="#334155" font-size="12">Shortest path accessibility</text>
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<text x="940" y="172" fill="#6d28d9" font-size="16" font-weight="700">4 · RANK ACTORS</text>
<text x="940" y="205" fill="#334155" font-size="13">Intact network degree</text>
<text x="940" y="228" fill="#334155" font-size="13">Static ranking</text>
<text x="940" y="251" fill="#334155" font-size="13">No adaptive reranking</text>
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<text x="812" y="372" fill="#991b1b" font-size="16" font-weight="700">5 · TARGETED STRESS</text>
<text x="812" y="405" fill="#334155" font-size="13">Remove top 5 / 10 / 15 / 20 / 30 actors</text>
<text x="812" y="430" fill="#334155" font-size="13">Recompute retained efficiency</text>
<text x="812" y="454" fill="#dc2626" font-size="13" font-weight="700">0.9735 → 0.8608</text>
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<text x="448" y="372" fill="#1d4ed8" font-size="16" font-weight="700">6 · COMPARATOR</text>
<text x="448" y="405" fill="#334155" font-size="13">200 SHA-256 ranked draws</text>
<text x="448" y="430" fill="#334155" font-size="13">Same actor count at each k</text>
<text x="448" y="454" fill="#2563eb" font-size="13" font-weight="700">Mean + p05 / p95</text>
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<text x="84" y="372" fill="#92400e" font-size="16" font-weight="700">7 · RESILIENCE EVIDENCE</text>
<text x="84" y="405" fill="#334155" font-size="13">Compare targeted vs comparator</text>
<text x="84" y="430" fill="#334155" font-size="13">Track widening gap</text>
<text x="84" y="454" fill="#92400e" font-size="13" font-weight="700">0.0243 → 0.1309</text>
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<line x1="790" y1="403" x2="738" y2="403" stroke="#64748b" stroke-width="3" marker-end="url(#orn-arrow)"/>
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<text x="87" y="559" fill="#172033" font-size="16" font-weight="700">8 · L&D INTERPRETATION</text>
<text x="87" y="587" fill="#334155" font-size="13">Use the structural signal to investigate succession, cross training, mentoring, documentation and communities of practice.</text>
<text x="87" y="610" fill="#991b1b" font-size="12" font-weight="700">Do not infer tacit knowledge, employee value, learning effectiveness or causal business impact from network position alone.</text>
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</g>
</svg>
<figcaption>Communication resilience analysis workflow</figcaption>
</figure>
</div>
<div>
<div class="repo-copy">
<p>Organizational communication resilience is evaluated using 148 actors and 10,885 timestamped email events from the Enron hypergraph. The analysis compares targeted removal of highly connected actors with random removal of the same number of actors to estimate how strongly potential information access depends on a small number of network positions.</p>
<p>The difference between targeted and random removal increases as more actors are removed and reaches 0.1309 at 30 removals. At every tested stress level, the targeted result remains below the fifth percentile of the random removal distribution. For Learning and Development, the result indicates where succession planning, cross training, mentoring, documentation or communities of practice may deserve closer investigation. Email connectivity is not treated as a direct measure of employee knowledge.</p>
</div>
<div class="repo-data-note"><strong>Data source:</strong> Enron temporal email hypergraph, XGI/Zenodo v0.1, DOI 10.5281/zenodo.21909507.</div>
<div class="repo-links">
<a href="https://github.com/devissaputra/organizational_network_resilience" target="_blank" rel="noopener noreferrer"><i class="fa-brands fa-github" aria-hidden="true"></i> Repository</a>
<a href="https://github.com/devissaputra/organizational_network_resilience/blob/main/REPORT.md" target="_blank" rel="noopener noreferrer"><i class="fa-solid fa-file-lines" aria-hidden="true"></i> Report MD</a>
<a href="https://github.com/devissaputra/organizational_network_resilience/blob/main/docs/paper_blueprint.md" target="_blank" rel="noopener noreferrer"><i class="fa-solid fa-file-pen" aria-hidden="true"></i> Paper</a>
<a href="https://github.com/devissaputra/organizational_network_resilience/blob/main/data/README.md" target="_blank" rel="noopener noreferrer"><i class="fa-solid fa-database" aria-hidden="true"></i> Data source</a>
</div>
</div>
</div>
</article>
<article class="repo-project research-bundle" id="training_investment_capacity">
<header class="repo-project-heading"><div class="repo-kicker">Empirical Studies. Learning & Development.</div>
<h3>Employer Training Investment Capacity: A Longitudinal UK Study</h3></header>
<div class="repo-project-grid">
<div class="repo-visuals">
<figure class="repo-visual">
<a class="figure-link" href="assets/training_investment_capacity_reach_intensity_v2.svg" target="_blank" rel="noopener noreferrer" aria-label="Open figure at full size in a new tab"><img loading="lazy" src="assets/training_investment_capacity_reach_intensity_v2.svg" alt="UK employer training investment chart showing real spend per employee and derived training reach across comparable survey waves"></a>
<figcaption>Real training investment intensity and workforce reach</figcaption>
</figure>
<figure class="repo-visual">
<a class="figure-link" href="assets/training_investment_capacity_method_v2.svg" target="_blank" rel="noopener noreferrer" aria-label="Open figure at full size in a new tab"><img loading="lazy" src="assets/training_investment_capacity_method_v2.svg" alt="Reproducible Employer Skills Survey training-investment analysis workflow"></a>
<figcaption>Official data processing and L&D evidence workflow</figcaption>
</figure>
</div>
<div>
<div class="repo-copy">
<p>The employer training analysis separates workforce reach from the amount of real training resource invested per employee. Comparable waves of the UK Employer Skills Survey from 2011 to 2024 show real spending per employee declining from £2,410 to £1,700, a reduction of 29.46%, while real spending per trainee declines by 38.69%.</p>
<p>Between 2022 and 2024, the derived ratio of trainees to employees rises from 60.22% to 62.85% while real spending per employee falls by 13.27%. Sector investment also differs substantially, ranging from £920 to £2,630 per employee in 2024. Wider participation under lower spending is therefore not interpreted as improved efficiency. Reach, resource intensity and learning outcomes remain separate questions.</p>
</div>
<div class="repo-data-note"><strong>Data source:</strong> UK Department for Education / Skills England, Employer Skills Survey 2024, Investment in Training official statistics.</div>
<div class="repo-links">
<a href="https://github.com/devissaputra/training_investment_capacity" target="_blank" rel="noopener noreferrer"><i class="fa-brands fa-github" aria-hidden="true"></i> Repository</a>
<a href="https://github.com/devissaputra/training_investment_capacity/blob/main/REPORT.md" target="_blank" rel="noopener noreferrer"><i class="fa-solid fa-file-lines" aria-hidden="true"></i> Report MD</a>
<a href="https://github.com/devissaputra/training_investment_capacity/blob/main/docs/paper_blueprint.md" target="_blank" rel="noopener noreferrer"><i class="fa-solid fa-file-pen" aria-hidden="true"></i> Paper</a>
<a href="https://explore-education-statistics.service.gov.uk/data-catalogue/data-set/a07479d1-e26d-4b66-9ec9-e683917c1388" target="_blank" rel="noopener noreferrer"><i class="fa-solid fa-database" aria-hidden="true"></i> Data source</a>
</div>
</div>
</div>
</article>
<article class="repo-project research-bundle" id="technology_skill_renewal_pressure">
<header class="repo-project-heading"><div class="repo-kicker">Empirical Study · Learning & Development</div>
<h3>Technology Skill Renewal Pressure: O*NET 2020 to 2026 on Learning and Development</h3></header>
<div class="repo-project-grid">
<div class="repo-visuals">
<figure class="repo-visual">
<a class="figure-link" href="assets/ld/research/technology_skill_renewal_pressure/research_design.svg" target="_blank" rel="noopener noreferrer" aria-label="Open figure at full size in a new tab"><img loading="lazy" src="assets/ld/research/technology_skill_renewal_pressure/research_design.svg" alt="Scientific summary of O*NET technology skill renewal pressure across 902 occupations, including Jaccard overlap and category sensitivity"></a>
<figcaption>Empirical finding: persistence, heterogeneity, and category sensitivity</figcaption>
</figure>
<figure class="repo-visual">
<a class="figure-link" href="assets/ld/research/technology_skill_renewal_pressure/method.svg" target="_blank" rel="noopener noreferrer" aria-label="Open figure at full size in a new tab"><img loading="lazy" src="assets/ld/research/technology_skill_renewal_pressure/method.svg" alt="Scientific workflow from O*NET 2020 and 2026 source files through source verification, normalization, Jaccard analysis, and sensitivity testing"></a>
<figcaption>Data processing: verified O*NET releases to bounded L&D evidence</figcaption>
</figure>
</div>
<div>
<div class="repo-copy">
<p>Technology requirements change at different rates across occupations. O*NET version 25.1 from November 2020 is compared with the August 2026 O*NET 31.0 database to measure persistence, replacement and expansion in each occupation's software skill portfolio. After normalizing software names and restricting the longitudinal analysis to 902 occupation codes present in both files, the common code pair Jaccard value is 0.7016. The occupation level median is 0.6923. A total of 13.97% of occupations fall below 0.50, while 36.03% are at or above 0.75. The evidence therefore supports heterogeneous renewal pressure rather than one universal rate of skill obsolescence.</p>
<p>A second comparison uses broader O*NET software categories instead of exact product names. Category level overlap rises to 0.8169, indicating that part of the apparent turnover occurs within categories that remain comparatively stable. For Learning and Development, this distinction can help identify occupations where curriculum review or reskilling may be more urgent. It does not imply that worker competence declined at the same rate as database entries changed. Source files are pinned by row count and SHA-256 for reproducibility.</p>
</div>
<div class="metrics" aria-label="Technology skill renewal study headline metrics">
<span>902 occupations</span>
<span>Jaccard 0.7016</span>
<span>Median 0.6923</span>
<span>Category sensitivity 0.8169</span>
</div>
<div class="repo-data-note"><strong>Data source:</strong> O*NET 25.1 Technology Skills and O*NET 31.0 Software Skills, with matching Occupation Data used to verify common code titles. O*NET documents the Technology Skills → Software Skills schema transition.</div>
<div class="repo-links">
<a href="https://github.com/devissaputra/technology_skill_renewal_pressure" target="_blank" rel="noopener noreferrer"><i class="fa-brands fa-github" aria-hidden="true"></i> Repository</a>
<a href="https://github.com/devissaputra/technology_skill_renewal_pressure/blob/main/EMPIRICAL_STUDY.md" target="_blank" rel="noopener noreferrer"><i class="fa-solid fa-file-lines" aria-hidden="true"></i> Study Protocol</a>
<a href="https://github.com/devissaputra/technology_skill_renewal_pressure/blob/main/docs/paper_blueprint.md" target="_blank" rel="noopener noreferrer"><i class="fa-solid fa-file-pen" aria-hidden="true"></i> Paper Blueprint</a>
<a href="https://github.com/devissaputra/technology_skill_renewal_pressure/blob/main/data/derived/primary_results.csv" target="_blank" rel="noopener noreferrer"><i class="fa-solid fa-table" aria-hidden="true"></i> 902 row Evidence</a>
<a href="https://github.com/devissaputra/technology_skill_renewal_pressure/blob/main/data/source_manifest.json" target="_blank" rel="noopener noreferrer"><i class="fa-solid fa-fingerprint" aria-hidden="true"></i> Source Manifest</a>
<a href="https://www.onetcenter.org/db_releases.html" target="_blank" rel="noopener noreferrer"><i class="fa-solid fa-database" aria-hidden="true"></i> O*NET Releases</a>
</div>
</div>
</div>
</article>
<article class="repo-project research-bundle" id="training_evidence_decision_value">
<header class="repo-project-heading"><div class="repo-kicker">Empirical Study · Learning & Development</div>
<h3>Decision Value of Training Evidence: Reanalysis of the National Supported Work Experiment</h3></header>
<div class="repo-project-grid">
<div class="repo-visuals">
<figure class="repo-visual">
<a class="figure-link" href="assets/ld/research/training_evidence_decision_value/research_design.svg" target="_blank" rel="noopener noreferrer" aria-label="Open figure at full size in a new tab"><img loading="lazy" src="assets/ld/research/training_evidence_decision_value/research_design.svg" alt="Scientific summary of National Supported Work randomized training evidence showing the treated-control earnings effect, uncertainty intervals, and bootstrap threshold frontier"></a>
<figcaption>Empirical finding: randomized effect, uncertainty, and threshold frontier</figcaption>
</figure>
<figure class="repo-visual">
<a class="figure-link" href="assets/ld/research/training_evidence_decision_value/method.svg" target="_blank" rel="noopener noreferrer" aria-label="Open figure at full size in a new tab"><img loading="lazy" src="assets/ld/research/training_evidence_decision_value/method.svg" alt="Scientific workflow from pinned National Supported Work experimental records through validation, treatment-effect estimation, resampling, and decision-threshold sensitivity analysis"></a>
<figcaption>Data processing: pinned experiment to bounded L&D decision evidence</figcaption>
</figure>
</div>
<div>
<div class="repo-copy">
<p>Training evaluation may show a positive intervention effect without resolving the decision threshold required for action. The analysis reexamines the Dehejia and Wahba RE74 subset of the randomized National Supported Work experiment, containing 185 treated participants and 260 randomized controls. Mean RE78 is 6,349.14 for the treated group and 4,554.80 for controls, giving a mean difference of 1,794.34 in historical 1982 US dollars. The large sample 95% interval is 479.19 to 3,109.50, the seeded bootstrap interval is 519.04 to 3,117.80, and a permutation diagnostic based on treatment labels gives p = 0.005899.</p>
<p>Statistical evidence is then separated from the decision rule by evaluating 41 illustrative minimum benefit thresholds from $0 to $4,000. At least 95% of bootstrap resamples exceed thresholds through $700, at least 50% exceed thresholds through $1,700, and 38.18% exceed a $2,000 threshold. A positive historical experimental effect therefore does not imply that every business threshold is satisfied. The frontier is presented as a sensitivity analysis, not as a modern return on investment estimate or a current dollar valuation.</p>
</div>
<div class="metrics" aria-label="Training evidence decision-value study headline metrics">
<span>445 participants</span>
<span>Effect +$1,794.34</span>
<span>Bootstrap 95% $519 to $3,118</span>
<span>$2,000 exceedance 38.18%</span>
</div>
<div class="repo-data-note"><strong>Data source:</strong> Dehejia and Wahba RE74 subset of the randomized National Supported Work experiment. RE78 is documented as real 1978 earnings expressed in 1982 U.S. dollars; raw participant files are not redistributed and are pinned by source fingerprint for reproducibility.</div>
<div class="repo-links">
<a href="https://github.com/devissaputra/training_evidence_decision_value" target="_blank" rel="noopener noreferrer"><i class="fa-brands fa-github" aria-hidden="true"></i> Repository</a>
<a href="https://github.com/devissaputra/training_evidence_decision_value/blob/main/EMPIRICAL_STUDY.md" target="_blank" rel="noopener noreferrer"><i class="fa-solid fa-file-lines" aria-hidden="true"></i> Study Protocol</a>
<a href="https://github.com/devissaputra/training_evidence_decision_value/blob/main/docs/paper_blueprint.md" target="_blank" rel="noopener noreferrer"><i class="fa-solid fa-file-pen" aria-hidden="true"></i> Paper Blueprint</a>
<a href="https://github.com/devissaputra/training_evidence_decision_value/blob/main/data/derived/primary_results.csv" target="_blank" rel="noopener noreferrer"><i class="fa-solid fa-table" aria-hidden="true"></i> 41 point Frontier</a>
<a href="https://github.com/devissaputra/training_evidence_decision_value/blob/main/data/source_manifest.json" target="_blank" rel="noopener noreferrer"><i class="fa-solid fa-fingerprint" aria-hidden="true"></i> Source Manifest</a>
<a href="https://users.nber.org/~rdehejia/nswdata2.html" target="_blank" rel="noopener noreferrer"><i class="fa-solid fa-database" aria-hidden="true"></i> NSW Source</a>
</div>
</div>
</div>
</article>
</section>
<!-- LND EMPIRICAL STUDIES END -->
<section id="projects" class="project-section">
<div class="eyebrow-rule"><h2>Projects</h2></div>
<p class="repo-section-intro">These projects show how learning needs were translated into systems, curricula, learning environments, program structures and quality processes. They cover corporate onboarding, digital health workflows, experiential learning, internships, curriculum redesign, international programs, accreditation and capstone education.</p>
<!-- 01 -->
<article class="project" id="rocketversity">
<div class="project-grid">
<div class="visuals">
<figure class="visual-frame"><img loading="lazy" src="assets/ld/Rocketversity_X01.jpg" alt="Rocketversity Learning Management System project visual 2"></figure>
<figure class="visual-frame"><img loading="lazy" src="assets/ld/Rocketversity_X02.jpg" alt="Rocketversity Learning Management System project visual 3"></figure>
<figure class="visual-frame"><img loading="lazy" src="assets/ld/Rocketversity_X03.jpg" alt="Rocketversity Learning Management System project visual 4"></figure>
<figure class="visual-frame"><img loading="lazy" src="assets/ld/Rocketversity_X04.png" alt="Rocketversity Learning Management System project visual 5"></figure>
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<div>
<div class="project-number">Project 01 · Enterprise Learning System</div>
<h3>Rocketversity Learning Management System</h3>
<div class="meta">Suitmedia · Internal LMS · Program lead</div>
<div class="project-copy">
<p>Suitmedia's onboarding and training content was scattered across departments with no central roadmap and substantial risk of duplication. I led a team of four to audit existing material, divide it into manageable learning units, remove unnecessary duplication, secure manager approval, load the finalized curriculum into Rocketversity, and assign trainers from the teams responsible for the content.</p>
<p>The roadmap was designed as a three year progression from content collection to internal onboarding and ultimately external paid training. During my tenure, 120 SCORM compliant courses were established and around 100 employees were onboarded through the new structure. The project case study reports a 30% reduction in onboarding time. Rocketversity remained in operation after I left the role.</p>
</div>
<div class="metrics"><span>120 SCORM courses</span><span>~100 employees onboarded</span><span>30% reported onboarding reduction</span><span>four person build team</span></div>
<div class="resource-box" aria-label="Rocketversity Learning Management System resources"><a href="assets/report/1_Devis_Rocketversity%20Project%20Overview.pdf" target="_blank" rel="noopener noreferrer"><i class="fa-solid fa-file-lines" aria-hidden="true"></i> Report</a><a href="assets/report/1_Devis_Rocketversity_LMS_Case_Study.pdf" target="_blank" rel="noopener noreferrer"><i class="fa-solid fa-file-pdf" aria-hidden="true"></i> Case Study</a></div>
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</article>
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<article class="project" id="thrive">
<div class="project-grid">
<div class="visuals">
<figure class="visual-frame"><img loading="lazy" src="assets/ld/02_THRIVE.jpg" alt="THRIVE OpenSRP project visual 1"></figure>
<figure class="visual-frame"><img loading="lazy" src="assets/ld/Thrive_X00.jpeg" alt="THRIVE OpenSRP project visual 2"></figure>
<figure class="visual-frame"><img loading="lazy" src="assets/ld/Thrive_X02.jpg" alt="THRIVE OpenSRP project visual 4"></figure>
<figure class="visual-frame"><img loading="lazy" src="assets/ld/Thrive_X03.jpg" alt="THRIVE OpenSRP project visual 5"></figure>
<figure class="visual-frame"><img loading="lazy" src="assets/ld/Thrive_X05.jpg" alt="THRIVE OpenSRP project visual 7"></figure>
<figure class="visual-frame"><img loading="lazy" src="assets/ld/Thrive_X06.jpg" alt="THRIVE OpenSRP project visual 8"></figure>
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<div>
<div class="project-number">Project 02 · Digital Health Learning Workflow</div>
<h3>THRIVE OpenSRP</h3>
<div class="meta">Program Manager · OpenSRP consortium collaboration · 2015</div>
<div class="project-copy">
<p>The project migrated standardized clinical intake forms used by Bidan and community health workers from paper into a mobile data capture workflow. As Program Manager, I directed four developers and six field data collectors across 16 districts, addressing both interrater inconsistency and severe XLSForm latency through interviews, a standardization protocol with the Lombok health department, form digitization, and a structured field timing study.</p>
<p>Baseline load times ranged from 20 seconds to 20 minutes, with some forms failing entirely. I compiled the evidence for consortium review and deployed an interim form decomposition solution that reduced most forms to under 10 seconds and a subset to under 5 seconds, while preserving the approved clinical content and supporting the case for a longer term rendering technology change.</p>
</div>
<div class="metrics"><span>4 developers</span><span>6 field data collectors</span><span>16 districts</span><span><10 sec after mitigation</span></div>
<div class="resource-box" aria-label="THRIVE OpenSRP resources"><a href="assets/report/2_Devis_Program_Implementation_Report_Thrive_Indonesia.pdf" target="_blank" rel="noopener noreferrer"><i class="fa-solid fa-file-lines" aria-hidden="true"></i> Report</a><a href="assets/report/2_Devis_THRIVE_OpenSRP_Case_Study.pdf" target="_blank" rel="noopener noreferrer"><i class="fa-solid fa-file-pdf" aria-hidden="true"></i> Case Study</a></div>
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</article>
<!-- 03 -->
<article class="project" id="astra">
<div class="project-grid">
<div class="visuals">
<figure class="visual-frame"><img loading="lazy" src="assets/ld/03_Astra.jpg" alt="ASTRA Lean Production System Lab project visual 1"></figure>
<figure class="visual-frame"><img loading="lazy" src="assets/ld/Astra_X01.jpg" alt="ASTRA Lean Production System Lab project visual 2"></figure>
<figure class="visual-frame"><img loading="lazy" src="assets/ld/Astra_X02.jpg" alt="ASTRA Lean Production System Lab project visual 3"></figure>
<figure class="visual-frame"><img loading="lazy" src="assets/ld/Astra_X03.jpg" alt="ASTRA Lean Production System Lab project visual 4"></figure>
<figure class="visual-frame"><img loading="lazy" src="assets/ld/Astra_X04.jpg" alt="ASTRA Lean Production System Lab project visual 5"></figure>
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<div>
<div class="project-number">Project 03 · Practice Based Learning</div>
<h3>ASTRA Lean Production System Lab</h3>
<div class="meta">Institut Teknologi Del · Partnership with PT Astra</div>
<div class="project-copy"><p>The ASTRA Lean Production System Lab was established to teach lean manufacturing through hands on learning grounded in Toyota Production System principles, including 5S, waste elimination (Muda), Build in Quality and pull systems. As part of the founding development team, I helped translate those concepts into practicum modules for students.</p><p>I also coordinated lab setup logistics, including budget planning, equipment procurement, and the MOU launch with Astra, connecting academic learning design with the physical learning environment required for experiential production systems education.</p></div>
<div class="metrics"><span>Lean manufacturing</span><span>5S</span><span>Muda</span><span>Pull systems</span></div>
<div class="resource-box" aria-label="ASTRA Lean Production System Lab resources"><a href="assets/report/3_Devis_Astra_LPSL_Establishment_Report.pdf" target="_blank" rel="noopener noreferrer"><i class="fa-solid fa-file-lines" aria-hidden="true"></i> Report</a></div>
</div>
</div>
</article>
<!-- 04 -->
<article class="project" id="internship">
<div class="project-grid">
<div class="visuals">
<figure class="visual-frame"><img loading="lazy" src="assets/ld/Internship_X01.jpg" alt="Internship Program project visual 2"></figure>
<figure class="visual-frame"><img loading="lazy" src="assets/ld/Internship_X02.jpg" alt="Internship Program project visual 3"></figure>
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<div>
<div class="project-number">Project 04 · Work Integrated Learning</div>
<h3>Internship Manual for Engineering Management</h3>
<div class="meta">Institut Teknologi Del · Program Coordinator & Principal Lecturer</div>
<div class="project-copy"><p>I built and ran the Engineering Management internship program as a structured bridge between classroom theory and industry practice, with placements at companies including PT Pertamina, PT Astra Otoparts, GMF AeroAsia, and PT Petrokimia Gresik. The model combined a yearlong preparation phase, a dedicated handbook and CV workshops, a two month industry placement, and a final technical report and seminar.</p><p>The placement phase encouraged students to use methods such as Statistical Process Control and Value Stream Mapping in real industrial contexts. I managed the program for seven years, steered it through the COVID-19 period, expanded it to cover the EM IT Program, and the project record reports 93% of the 2017 cohort receiving an A grade.</p></div>
<div class="metrics"><span>7 years</span><span>two month placement</span><span>93% A grade, 2017 cohort</span></div>
<div class="resource-box" aria-label="Internship Program resources"><a href="assets/report/4_Devis_Internship_Program_Impact_Report_DWS.pdf" target="_blank" rel="noopener noreferrer"><i class="fa-solid fa-file-lines" aria-hidden="true"></i> Report</a></div>
</div>
</div>
</article>
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<article class="project" id="em-manual">
<div class="project-grid">
<div class="visuals">
<figure class="visual-frame"><img loading="lazy" src="assets/ld/05_EMManual.jpg" alt="Engineering Management Manual project visual 1"></figure>
<figure class="visual-frame"><img loading="lazy" src="assets/ld/EM_X02.jpeg" alt="Engineering Management Manual project visual 3"></figure>
</div>
<div>
<div class="project-number">Project 05 · Academic Learning Architecture</div>
<h3>Engineering Management Manual</h3>
<div class="meta">Institut Teknologi Del · Academic reference system</div>
<div class="project-copy"><p>The Engineering Management Academic Manual provides a common reference for students, faculty and administrative staff throughout the study program. It consolidates the study program's vision, mission, strategic objectives, graduate competency expectations, faculty information, facilities, and behavioral standards within the residential academic environment.</p><p>The manual also documents the 144 credit curriculum architecture and its alignment with ABET criteria, giving the program a single shared reference point for academic expectations, progression, and program governance.</p></div>
<div class="metrics"><span>144 SKS curriculum</span><span>aligned with ABET</span><span>Students + faculty + staff</span></div>
<div class="resource-box" aria-label="Engineering Management Manual resources"><a href="assets/report/5_Devis_EM_Campus_Handbook_Snippet.pdf" target="_blank" rel="noopener noreferrer"><i class="fa-solid fa-book-open" aria-hidden="true"></i> Supporting File</a></div>
</div>
</div>
</article>
<!-- 06 -->
<article class="project" id="entrepreneurship">
<div class="project-grid">
<div class="visuals">
<figure class="visual-frame"><img loading="lazy" src="assets/ld/Entre_XO1.jpg" alt="Technopreneurship / Entrepreneurship project visual 2"></figure>
<figure class="visual-frame"><img loading="lazy" src="assets/ld/Entre_X02.jpg" alt="Technopreneurship / Entrepreneurship project visual 3"></figure>
<figure class="visual-frame"><img loading="lazy" src="assets/ld/Entre_X03.jpg" alt="Technopreneurship / Entrepreneurship project visual 4"></figure>
<figure class="visual-frame"><img loading="lazy" src="assets/ld/Entre_X04.jpg" alt="Technopreneurship / Entrepreneurship project visual 5"></figure>
</div>
<div>
<div class="project-number">Project 06 · Experiential Course Design</div>
<h3>Entrepreneurship Course</h3>
<div class="meta">Technopreneurship (TIS3001) · Institut Teknologi Del</div>
<div class="project-copy"><p>The course was designed as a practical startup simulation rather than a theory focused entrepreneurship class. Student teams moved through Lean Startup cycles, rapid customer discovery, Business Model Canvas development, prototyping with tools such as Figma and Canva, and AARRR funnel metrics to test market hypotheses through Build Measure Learn iteration.</p><p>Project tracks were tailored to the disciplines represented across campus, connecting mobile and web product initiatives for software students with specialized technical innovation in other engineering programs.</p></div>
<div class="metrics"><span>Lean Startup</span><span>BMC</span><span>AARRR funnel</span><span>Build Measure Learn</span></div>
<div class="resource-box" aria-label="Technopreneurship / Entrepreneurship resources"><a href="assets/report/6_Devis_Technopreneurship_Course_Report.pdf" target="_blank" rel="noopener noreferrer"><i class="fa-solid fa-file-lines" aria-hidden="true"></i> Report</a></div>
</div>
</div>
</article>
<!-- 07 -->
<article class="project" id="curriculum-evaluation">
<div class="project-grid">
<div class="visuals">
<figure class="visual-frame"><img loading="lazy" src="assets/ld/EMEVAL_01.jpg" alt="Engineering Management Curriculum Evaluation project visual 2"></figure>
<figure class="visual-frame"><img loading="lazy" src="assets/ld/EMEVAL_02.jpeg" alt="Engineering Management Curriculum Evaluation project visual 3"></figure>
</div>
<div>
<div class="project-number">Project 07 · Curriculum Evaluation</div>
<h3>Engineering Management Curriculum 2014 to 2019 Evaluation</h3>
<div class="meta">Institut Teknologi Del · Rector mandated diagnostic review</div>
<div class="project-copy"><p>The evaluation served as the diagnostic foundation for the next Engineering Management curriculum. It combined domain expert consultation, market trend analysis, graduate tracer data, alumni feedback, technology development tracking, and review against accreditation expectations including ABET criteria.</p><p>Operating under the Rector's mandate, the evaluation culminated in a formal Academic Senate presentation used to establish transition rules and secure institutional approval for the strategic updates that followed.</p></div>
<div class="metrics"><span>Expert input</span><span>Tracer data</span><span>ABET criteria</span><span>Academic Senate</span></div>
<div class="resource-box" aria-label="Engineering Management Curriculum Evaluation resources"><a href="assets/report/7_Devis_Curriculum_Evaluation_Report_MR.pdf" target="_blank" rel="noopener noreferrer"><i class="fa-solid fa-file-lines" aria-hidden="true"></i> Report</a><a href="assets/report/7_Devis_EM_Curriculum_Handbook_and_System_Mapping.pdf" target="_blank" rel="noopener noreferrer"><i class="fa-solid fa-diagram-project" aria-hidden="true"></i> Supporting File</a></div>
</div>
</div>
</article>
<!-- 08 -->
<article class="project" id="new-curriculum">
<div class="project-grid">
<div class="visuals">
<figure class="visual-frame"><img loading="lazy" src="assets/ld/NEWEM_X00.jpg" alt="New Engineering Management Curriculum project visual 2"></figure>
<figure class="visual-frame"><img loading="lazy" src="assets/ld/NEWEM_X01.jpg" alt="New Engineering Management Curriculum project visual 3"></figure>
</div>
<div>
<div class="project-number">Project 08 · Curriculum Architecture</div>
<h3>New Engineering Management Curriculum 2019 to 2024</h3>
<div class="meta">Institut Teknologi Del · Ten step institutional framework</div>
<div class="project-copy"><p>The curriculum development framework began with a diagnostic phase: expert consultation on cognitive taxonomies and Industry 4.0, market needs assessment across automotive, FMCG, and technology organizations, graduate tracer studies, benchmarking against ASEM and ABET criteria, and an internal SWOT analysis of the existing course structure.</p><p>The synthesis phase converted those inputs into eight knowledge blocks forming a 144 credit, eight semester sequence. After peer review and Academic Senate approval, course equivalency matrices protected student progress, while the curriculum structure was configured in the Campus Information System and documented through bilingual diploma supplements.</p></div>
<div class="metrics"><span>10 step framework</span><span>8 knowledge blocks</span><span>144 credits</span><span>8 semesters</span></div>
<div class="resource-box" aria-label="New Engineering Management Curriculum resources"><a href="assets/report/8_Devis_EM_Curriculum_Handbook_and_System_Mapping.pdf" target="_blank" rel="noopener noreferrer"><i class="fa-solid fa-diagram-project" aria-hidden="true"></i> Curriculum Mapping</a></div>
</div>
</div>
</article>
<!-- 09 -->
<article class="project" id="premaster">
<div class="project-grid">
<div class="visuals">
<figure class="visual-frame"><img loading="lazy" src="assets/ld/Premaster_X01.jpg" alt="Pre-Master Program with University of Amsterdam project visual 2"></figure>
<figure class="visual-frame"><img loading="lazy" src="assets/ld/Premaster_X02.jpg" alt="Pre-Master Program with University of Amsterdam project visual 3"></figure>
<figure class="visual-frame"><img loading="lazy" src="assets/ld/Premaster_X03.jpg" alt="Pre-Master Program with University of Amsterdam project visual 4"></figure>
</div>
<div>
<div class="project-number">Project 09 · International Academic Pathway</div>
<h3>Pre Master Program with University of Amsterdam</h3>
<div class="meta">IT Del, UvA partnership · Lead Faculty Lecturer, Strategy & Organization</div>
<div class="project-copy"><p>The partnership created a preparation pathway for undergraduate engineering students from North Sumatra who intended to continue to European MSc study through a 15 credit (30 ECTS) sequence. Local faculty delivered foundational business and research topics, while advanced core modules were jointly taught through intensive on campus sessions with visiting UvA professors.</p><p>As Lead Faculty Lecturer for Strategy and Organization, I jointly managed curriculum design, integrated Sumatran commercial cases into global strategy frameworks, facilitated seminars, served on the joint candidate selection committee, and supported visiting faculty logistics and budget allocation. Modules used a double pass model requiring at least 5.5 in both individual exams and group project components.</p></div>
<div class="metrics"><span>15 credits / 30 ECTS</span><span>UvA partnership</span><span>Double pass assessment</span><span>5.5 minimum</span></div>
<div class="resource-box" aria-label="Pre-Master Program with University of Amsterdam resources"><a href="assets/report/9_Devis_Premaster_Program_Draft_Report.pdf" target="_blank" rel="noopener noreferrer"><i class="fa-solid fa-file-lines" aria-hidden="true"></i> Report</a></div>
</div>
</div>
</article>
<!-- 10 -->
<article class="project" id="logistics">
<div class="project-grid">
<div class="visuals">
<figure class="visual-frame"><img loading="lazy" src="assets/ld/Logistics_X00.jpeg" alt="Logistics Competency Workshop project visual 1"></figure>
<figure class="visual-frame"><img loading="lazy" src="assets/ld/Logistics_X01.jpg" alt="Logistics Competency Workshop project visual 2"></figure>
<figure class="visual-frame"><img loading="lazy" src="assets/ld/Logistics_X02.jpg" alt="Logistics Competency Workshop project visual 3"></figure>
<figure class="visual-frame"><img loading="lazy" src="assets/ld/Logistics_X03.jpeg" alt="Logistics Competency Workshop project visual 4"></figure>
</div>
<div>
<div class="project-number">Project 10 · Competency Strategy</div>
<h3>Workshop on the Role of Logistic Competencies</h3>
<div class="meta">Curriculum strategy · Logistics education</div>
<div class="project-copy"><p>The project developed an integrated blueprint for restructuring higher education logistics programs around AI enabled supply chain networks. The strategy treats competitive advantage as a network problem, requiring coordinated movement of physical goods, capital, and data rather than isolated optimization of individual enterprises.</p><p>The framework bridges higher education regulation with KKNI and SKKNI standards, distinguishes logistics engineering and logistics management pathways, and integrates emerging technologies such as causal reinforcement learning, machine learning, and systems based risk management into future oriented academic preparation.</p></div>
<div class="metrics"><span>KKNI / SKKNI</span><span>AI enabled supply chains</span><span>ML</span><span>Systems risk</span></div>
<div class="resource-box" aria-label="Logistics Competency Workshop resources"><a href="assets/report/10_Devis_Logistics_Competency_and_Curriculum_Report.pdf" target="_blank" rel="noopener noreferrer"><i class="fa-solid fa-file-lines" aria-hidden="true"></i> Report</a></div>
</div>
</div>
</article>
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<article class="project" id="ugrad">
<div class="project-grid">
<div class="visuals">
<figure class="visual-frame"><img loading="lazy" src="assets/ld/UGRAD_X00.jpg" alt="UGRAD Exchange Program project visual 1"></figure>
<figure class="visual-frame"><img loading="lazy" src="assets/ld/UGRAD_X01.jpg" alt="UGRAD Exchange Program project visual 2"></figure>
<figure class="visual-frame"><img loading="lazy" src="assets/ld/UGRAD_X03.jpeg" alt="UGRAD Exchange Program project visual 3"></figure>
<figure class="visual-frame"><img loading="lazy" src="assets/ld/UGRAD_X04.jpg" alt="UGRAD Exchange Program project visual 4"></figure>
</div>
<div>
<div class="project-number">Project 11 · Student Development</div>
<h3>UGRAD Exchange Program to USA</h3>
<div class="meta">Global UGRAD · Student mentoring & institutional support</div>
<div class="project-copy"><p>Global UGRAD offers emerging student leaders a fully funded semester of non degree undergraduate study in the United States. My faculty support role focused on strengthening student readiness for the competitive selection process and coordinating the institutional support required for candidates.</p><p>The support model included endorsement meetings with university leadership, intensive mock interviews, targeted English proficiency preparation materials, and formal recommendation letters documenting candidates' academic performance and community leadership potential.</p></div>
<div class="metrics"><span>Mock interviews</span><span>English preparation</span><span>Leadership endorsement</span><span>Recommendation letters</span></div>
<div class="resource-box" aria-label="UGRAD Exchange Program resources"><a href="assets/report/11_Devis_Global_UGRAD_Mentorship_Report.pdf" target="_blank" rel="noopener noreferrer"><i class="fa-solid fa-file-lines" aria-hidden="true"></i> Report</a><a href="assets/report/11_Devis_My%20Story%20on%20UGRAD.pdf" target="_blank" rel="noopener noreferrer"><i class="fa-solid fa-file" aria-hidden="true"></i> Supporting File</a></div>
</div>
</div>
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<article class="project" id="accreditation">
<div class="project-grid">
<div class="visuals">
<figure class="visual-frame"><img loading="lazy" src="assets/ld/Accreditation_X01.jpg" alt="Engineering Management Accreditation project visual 1"></figure>
<figure class="visual-frame"><img loading="lazy" src="assets/ld/Accreditation_X02.jpg" alt="Engineering Management Accreditation project visual 2"></figure>
</div>
<div>
<div class="project-number">Project 12 · Quality Assurance</div>
<h3>Accreditation of Engineering Management</h3>
<div class="meta">BAN-PT · Secretary of Study Program & Accreditation Task Force Chair</div>
<div class="project-copy"><p>Under the Dean's decree, I directed multi departmental accreditation work across preparation, the site visit and post evaluation. Responsibilities included coordinating and validating Buku IIIA, Buku IIIB, and the self evaluation book; authoring Standard 2 on governance and quality assurance; coauthoring Standard 5 on the 144 credit curriculum map; drafting the strategic plan; and serving as the operational liaison during field assessment.</p><p>After the audit, I coordinated refinement across 16 campus entities, embedded Plan Do Check Act monitoring into academic and support workflows, and worked with IT, library, maintenance, and learning infrastructure teams on continuous quality improvement. The process advanced the program through the SAPTO accreditation pipeline from desk assessment into field assessment.</p></div>
<div class="metrics"><span>3 core accreditation books</span><span>16 campus entities</span><span>PDCA / CQI</span><span>144 credit map</span></div>
<div class="resource-box" aria-label="Engineering Management Accreditation resources"><a href="assets/report/12_Devis_BAN-PT_Accreditation_Report_MR.pdf" target="_blank" rel="noopener noreferrer"><i class="fa-solid fa-file-lines" aria-hidden="true"></i> Report</a></div>
</div>
</div>
</article>
<!-- 13 -->
<article class="project" id="capstone">
<div class="project-grid">
<div class="visuals">
<figure class="visual-frame"><img loading="lazy" src="assets/ld/Capstone_X01.jpg" alt="Capstone Project project visual 1"></figure>
<figure class="visual-frame"><img loading="lazy" src="assets/ld/Capstone_X02.jpg" alt="Capstone Project project visual 2"></figure>
<figure class="visual-frame"><img loading="lazy" src="assets/ld/Capstone_X03.jpg" alt="Capstone Project project visual 3"></figure>
<figure class="visual-frame"><img loading="lazy" src="assets/ld/Capstone_X04.jpg" alt="Capstone Project project visual 4"></figure>
<figure class="visual-frame"><img loading="lazy" src="assets/ld/Capstone_X05.jpg" alt="Capstone Project project visual 5"></figure>
</div>
<div>
<div class="project-number">Project 13 · Capstone Learning Design</div>
<h3>Capstone: Engineering Project Design & Business Feasibility</h3>
<div class="meta">Institut Teknologi Del · Coauthor, lecturer & group advisor</div>
<div class="project-copy"><p>As a coauthor of the 2018 capstone handbook, I helped develop a structured 17 week framework integrating technical engineering design with business feasibility and strategic planning. As an instructor, I led Idea Generation through market research, benchmarking, and ideation challenges, and taught functional and quality attribute design.</p><p>As a group advisor, I supervised student teams across the complete development workflow from early blueprinting and prototyping through technoeconomic evaluation and Business Model Canvas formulation, connecting engineering decisions with commercial viability.</p></div>
<div class="metrics"><span>17 week framework</span><span>Idea generation</span><span>Prototyping</span><span>Technoeconomic evaluation</span></div>
<div class="resource-box" aria-label="Capstone Project resources"><a href="assets/report/13_Devis_Framework_Capstone_Project.pdf" target="_blank" rel="noopener noreferrer"><i class="fa-solid fa-diagram-project" aria-hidden="true"></i> Framework</a><a href="assets/report/13_Devis_Buku_Pedoman_Capstone_FS.pdf" target="_blank" rel="noopener noreferrer"><i class="fa-solid fa-book-open" aria-hidden="true"></i> Supporting File</a></div>
</div>
</div>
</article>
</section>
<section id="contact">
<div class="eyebrow-rule"><h2>Contact</h2></div><p>Open to learning design, L&D and learning technology roles, as well as doctoral research in Artificial Intelligence in Education, learning analytics and educational systems centered on human judgment and learning needs. Based in Medan, Indonesia and open to remote work or relocation.</p><div class="contact-row"><a href="mailto:devis.saputra@gmail.com">Email</a><a href="https://www.linkedin.com/in/devissaputra/">LinkedIn</a><a href="https://orcid.org/0000-0002-7133-9410">ORCID</a></div>
</section>
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