Dirtyword is 1 year old! Yes, it’s been a whole year since we put issue 1 out into the wild, with no idea if there would ever be an issue 2. Yet here we are - issue 6 in hand, a special Bett Show edition at the printers for January and issue 7 already being worked on.
It’s been an awesome learning curve for our little e-learning magazine - we’ve made mistakes, we’ve gone to print with typos, we’ve infringed copyright laws and we’ve burnt through more generative AI credits than we ever thought possible. Yet we’re stil here. And the credit for that goes to you, our readers. Of course, this is a passion project for our team but even we aren’t stupid enough to keep producing a magazine that isn’t being read (Aren’t we? - Lewis). Our readership has gone from zero to around 3,000, read in over 30 countries around the world. How ace is that?
So whether you’ve been here from the start or this is your first issue, thank you for being here!
Right, what have we got for you this month then? For a start, t’is the season, so we’ve dressed up Whisper in her festive finery in a nod to the greatest Christmas movie of all time - Die Hard - to explore the security of Learning Management Systems. Don’t let Hans Gruber ruin your learning party.
Lewis sticks with the LMS theme and asks why everybody is always wanting custom reports they’ll never look at, plus, he examines the differences between synchronous and asynchronous learning.
I dig out my toys from Christmas ‘86 and liken learning a new language to transforming robots, before switching gears (see what I did there?) to explain why your creative process is better than AI’s.
Sam discusses the history and importance of typography, together with reviewing the new AI features offered up by Articulate in their Storyline and Rise products.
And this month, because it’s the season of giving, we have not 3 but 4 guest contributors, all with their own take on an AI future (as if there were any other).
Joseph Thibault asks what it means for a piece of writing to be human authored, Fiona Verity takes a teacher’s-eye-view of AI in education, Dr Asegul Hulus conducts a tongue-in-cheek interview with a couple of AI chatbots and Trevor Garrett encourages us to trust our own brains in the age of Artificial Technology.
Not only that but we’ve also sprinkled in some extra stocking-fillers, alongside the usual Client ‘Ell comic, Dr. Carl’s Surgery and this issue’s E-Learning Takeaway featuring Tetris.
Finally, if you’re heading to Bett in London on 22-24 January, head to stand FS33 to catch up with the Dirtyword team and grab a free show issue and lolly!
See you next year!
Mark
Who do you think you are?
Just who are the team behind this awesome e-learning magazine you hold in your hands?
Lewis Carr
Lewis is the founder of an e-learning agency that builds custom Moodles, kick-ass content and, if really pushed, WordPress sites. Having worked both commercially and in education, Lewis has been a Moodler for over 20 years, so he knows his onions when it comes to the e-learning industry.
However, amongst friends he is better known for his 80’s and 90’s movie and video game knowledge.
Mark Gash
Mark is the jack-of-all-trades design, copy, marketing, journalism and advertising bod who has worked for the national press, agencies, and other places he would rather forget about. He is currently the Creative Lead at an e-learning company and most people just call him Gash.
His knowledge of comic books and toys is unparalleled. His knowledge of current affairs is underdeveloped.
Sam Harold
Sam is an instructional design whizz-kid with mysterious origins and an almost unhealthy interest in gamifying things. This comes in handy when creating e-learning projects but is a massive pain in the arse when trying to order a lunchtime Domino’s pizza.
In stark contrast to his movie-loving colleagues, Sam feels that watching films is a waste of time and instead learns everything about pop-culture from Reddit.
Are you an e-learning professional with something to say? Are you more photogenic than those guys above?
We’re on the lookout for guest writers and contributors who want to see their name in digital print in a future issue of Dirtyword. It’s all for the kudos and the community spirit - we’re looking for non-commercial editorial, tutorials and life wisdom; no sneaky advertorials pushing your wares (we can sell you some ad space for that). If you’re interested, get in touch at info@dirtywordmag.com
CLIENT’ELL
NEWS ROUNDUP!
data analysis, and practical estimators. Intro to Python and Computer Science: Beginner-friendly Python programming basics.
• The Science of Uncertainty: Grasp probability and statistical techniques for data-driven insights.
• Supply Chain Analytics: Apply data strategies to supply chain management.
• Computational Thinking & Data Science: Use Monte Carlo models and PyLab for analysis.
• Entrepreneurship Basics: Spot opportunities, design products, and bust myths.
• Simulation & Modelling: Master computational tools for simulations.
• Manufacturing Processes: Understand production techniques and materials science.
You can explore these courses at edX.org.
What’s happening in e-learning?
Open LMS Unveils AI-Boosted TinyMCE Editor to enhance eLearning Content Creation
Open LMS, built on Moodle, has launched an AIpowered editor for TinyMCE, designed to simplify content creation for educators and administrators. This innovative tool enables users to craft engaging text, HTML, and CSS with ease, responding to prompts for quick, efficient results.
With just a click of the AI Assistant icon, educators can generate course announcements, create lesson materials, or enhance existing content. By automating these tasks, the tool frees up valuable time for teaching and student engagement. Fully integrated into the Open LMS workflow, this intuitive feature delivers cutting-edge support to streamline the creative process and improve productivity in eLearning environments.
Free MIT AI and Data Science Courses
MIT has made its renowned AI and data science courses available online for free, opening the door to top-tier education for learners worldwide. Highlights include:
• Using Data to Understand the World: Explore data analysis, algorithms, and data structures.
• Python-Based Machine Learning: ML models, project management, and real-world apps.
• Statistics Fundamentals: Learn probability,
Study Reveals Only 24% of Frontline Workers Feel Properly Trained.
A new study by Schoox and Lighthouse Research & Advisory highlights critical gaps in frontline worker training across industries like food service, retail, hospitality, and manufacturing. Surveying 737 employers and 1,050 workers, the findings show 40% of frontline employees are unsure of their job expectations, while only 24% feel adequately trained.
These alarming statistics underscore a disconnect that risks productivity, employee morale, and overall business performance. Poor training not only impacts operational success but also raises safety concerns, with untrained staff at higher risk for workplace injuries. Businesses must prioritise robust training solutions to close this gap and secure sustainable growth.
iSpring Suite 11.8 has arrived
Packed with powerful features to make course creation faster and more professional. Thanks to user feedback, the latest update delivers:
Custom Quiz Themes: Personalise quizzes with adjustable slide backgrounds, checkbox colours, and pre-designed themes for on-brand visuals without design skills.
“Morph” Transition Support: Retain all animations, GIFs, and transparency effects from PowerPoint for seamless publishing.
Moodle Plugin: Access detailed visual reports on quiz performance, including completion rates, time spent, and scores, all while keeping data intact after content updates.
Virtual College Updates: New Courses, Insights, and Awareness Initiatives
Virtual College shares its latest updates, offering exciting news for subscribers and spotlighting key events:
• Subscription customers gain access to MS Shorts, providing bite-sized learning for modern slavery and trafficking awareness.
• National Career Development Month: A focus on personal growth with guidance on creating impactful Personal Development Plans.
• National Safeguarding Adults Week 2024: Expert insights shared to promote awareness and best practices.
Misogyny Awareness eLearning: Launching critical resources to address and combat misogyny effectively.
Sponge Joins G-Cloud 14 as Approved Digital Learning Supplier
Sponge has been named an approved supplier on the UK Government’s G-Cloud 14 Framework, enhancing its role as a leading provider of cloud-based learning solutions for the public sector.
This designation simplifies the procurement process for public sector organisations, granting streamlined access to Sponge’s LMS platform, Spark, and its cutting-edge digital learning tools. As part of G-Cloud 14, Sponge Compliance is poised to deliver robust training platforms tailored to the unique needs of government entities, furthering efficiency and innovation in learning and development.
Free Moodle Webinar: Redesigning Training Programs with Backward Design
Join Moodle Academy’s free webinar, “Utilising the Backward Design Process to Rethink a Training Program,” on Tuesday, 3rd December, from 15:00-16:00 UTC.
Amy Sudduth, Learning Designer at Moodle US, will share insights on transforming a government agency’s new hire training program. The session will explore how the backward design model and Moodle’s powerful asynchronous and synchronous tools were used to address diverse learning needs. Gain practical knowledge about the design process, tools implemented, and the outcomes achieved through this innovative approach.
Northumbria VRU Launches E-Learning to Combat Youth Violence
The Northumbria Violence Reduction Unit (VRU) has introduced a new e-learning series to address youth violence, knife crime, gangs, joint enterprise, and hidden harms. Developed with Me Learning, these modules empower youth workers, practitioners, and community leaders with knowledge and tools to identify risks, understand the law, and intervene early to build safer communities.
Participants who complete four core modules - Knife Crime Awareness, Joint Enterprise, Gangs and Youth Violence, and Hidden Harm - earn the title of Violence Prevention Ambassador and access a collaborative network.
With interactive content, quizzes, and flexible learning, this initiative aims to tackle violence at its roots, equipping frontline workers to better engage young people and prevent escalation.
Kahoot! Gains Momentum in Asia Amid EdTech Boom
Kahoot!, the Norway-based gamified e-learning platform, is experiencing rapid growth in Asia, fueled by rising demand for digital learning solutions. With 8 million teachers and 1.6 billion users globally in the past year, Kahoot!’s reach spans 200 countries, making it a leader in the resurging edtech market.
Sean D’Arcy, Kahoot!’s chief solutions officer, describes the pandemic’s impact on edtech as a “Cambrian explosion,” followed by a temporary lull as learners sought balance. Now, growth has returned, with Asia-Pacific leading the charge thanks to increased internet access and mobile device adoption.
The global edtech market is projected to surge from $144 billion in 2023 to nearly $460 billion by 2032, with Asia poised to dominate this expansion.
SGU School of Medicine Launches Global Medic Club for Aspiring Doctors
St. George’s University (SGU) School of Medicine in Grenada has launched the SGU Global Medic Club, an online learning platform for aspiring medical students. This resource is available to students from SGU-affiliated schools worldwide, offering educational support for those pursuing A Levels, International Baccalaureate, or other preparatory programs.
The platform features several course collections, including Applicant, Academic, Clinical, and Global Physician, covering everything from medical school preparation to cutting-edge medical trends. Students can earn certificates and join a global leaderboard, enhancing their medical school applications.
This initiative provides essential learning tools and reinforces SGU’s commitment to developing future healthcare professionals.
“Human Authored.”
What does it mean for writing to be “human authored?”
That previous sentence, posed as a question, was keyed onto a five-year-old HP personal computer with a fan that never stops humming. There was a person at the keyboard thinking while muscle memory - trained by Mavis Beacon and sharpened during the late-night bouts of AOL instant messenger conversations in collegekeyed each word and sentence into an online text editing tool. That person is me: a human.
Is human authored something that I claim about my writing? Is human authored granted by another human to my writing? Is human authored some algorithmic analysis from an AI detector?
“Human Authored” is now an attribute of the media we engage daily. As a feature, it holds a certain non-zero value added to each article, video, or song, similar to how we ascribe certain elevated respect to each new book from our favorite authors. Positive feelings and thoughts automatically bestowed due to the familiarity we’ve had with previous works: I like it, because we’re both humans.
Recently, the Author’s Guild, an antique American institution that protects writers, announced that its books will receive a “Human Authored” seal. [You might know the Author’s Guild from its work fighting big-Google for the unauthorized scanning of every book in existence. The guild lost, but now we have books.google.com.] This “Good Housekeeping Seal of Approval” is similar to how your steak, broccoli, or coffee might have a “Grass-Fed”, “Certified Organic,” or “Fair Trade” sticker or label, respectively, at the local grocery store. A differentiation against something else which is… less than.
Obviously, the bearer of this “less than” moniker is generative AI-created text: the increasingly passable human-ish text created from the average of humanity sucked up, minced, and regurgitated on demand from your favorite AI Chatbot or dedicated essay writing program. This new class of certification (“Human Authored”) is designed to promote authors and safeguard the general public, which is ostensibly being sold loads of “AI slop” unwittingly through marketplaces like Amazon’s Kindle Store.
Interestingly, the Author’s Guild has entered the same battle currently pitched on virtual and physical campuses around the world: transparency concerning the provenance of written work submitted for marks, grades, credits, and degrees. Teachers, faculty, staff, and administrators want to see the human-verified parts of assignment submissions. Instead of a “human authored” stamp, many faculty are confronted with a percentage score from a detection service or nothing at all, relying on the suspect and under-evolved “spidey sense” that something was AI-generated. For those who trust neither detection tools nor spidey sense, there’s always the fallback option and time-tested methods of having students write in class–with pencils and paper!
In education, online learning, and the classroom, “Human Authored” is what all teachers and faculty are after. The “holy grail” of knowing that the forum post, quiz essay, or submitted paper was written by a (human) student and not just burped out of a prompt-ready chatbot. If we take a page from the Author’s Guild book (pun intended), students could just attest to their humanity and add that stamp to each submission (or leave it off if, you know, AI is permitted).
Easy right? If only.
As a reader of Dirtyword, you care whether the articles included are human authored (just like you probably care what’s getting uploaded to your LMS). Certainly, the editors care whether this column and my future contributions are human authored. Why spend time and effort typesetting and even printing these words on glossy paper if it isn’t?
Trust that the above is human authored. The hard part is whether, if, and how you want to verify that. Want to discuss?
Hit an actual human up at joe@cursivetechnology.com.
Joseph Thibault is a long time Moodler, writer, and human. He is the CEO/Founder of Cursive Technology, Inc.
You can’t beat the real thing
There’s nothing worse than a budget Santa at Christmas - as soon as a kid spots that fake beard, all trust and goodwill goes out the window.
And just like Father Christmas, when it comes to student writing, trust and goodwill can only be earned through Originality and Authenticity - and that takes Effort.
We actively prevent plagiarism, support all AI policy guidelines for writing, and bring new information to both students and their teachers.
Cursive is one-of-a-kind: an authorship-first approach to writing.
TypeID author verification (machine learning).
We give insights about and bring complete transparency to the full writing process, instead of running it through an AI detector.
Playback the student writing process.
DON’T BE A FAKE SANTA
Make every writing assignment ‘Human Authored’ with Cursive.
Available now for Moodle.
Time, speed, and highlights of pasted & AI generated text.
We enable students to show ‘proof of effort’ for classroom writing, bringing authorship, creativity, and originality back into focus.
At a glance Effort data, including editing.
ANOTHER F@£KING pie chart?!
Lewis Carr discusses the art of meaningful data in your LMS.
All LMS platforms worth their salt offer some kind of reporting tool. Some include dashboards, others include full-blown analytics. With all these tools at our fingertips, it’s tempting to fall into the trap of creating a report for everything and building funky widget-driven dashboards, each with exploding pie charts, sexy data tables and graphs you didn’t even know were graphs!
And because everyone loves a graph, you’re always being asked for “yet another report”, but just because that graph is really pretty, doesn’t mean it’s really useful. In the movie Jurassic Park, they’re so busy figuring out whether they could create dinosaurs that they forget to ask whether they should.
We must look closer at the story the data tells us and dive into why understanding your data is crucial before you start playing with those fancy reporting tools.
Beautiful but Meaningless Data
So, you’ve just generated a stunning 3D pie chart that shows learner engagement across all your courses. It’s colour-coded and interactive. When you click it, it explodes into a heat map or scatter diagram. It is the Inception of all dashboards, a dashboard within a dashboard, within a dashboard. But even Christopher Nolan’s head starts to spin when you try to make sense of it, as you have no idea what it actually means.
Understanding the Data behind the LMS
Every piece of data in your LMS represents something in the real world of learning. For instance, when your platform says a learner is “active,” what does that really mean? Is it based on logins? Course progress? Discussion participation? And what time period is this activity measured?
These aren’t just pedantic questions. They’re crucial for interpreting your data correctly. For example, if you’re reporting on course completion rates, but your definition of “enrolled” includes learners who signed up but never started the course, your numbers could be seriously skewed.
In my day job, I get asked by clients to create reports all the time, even though they all use the same core LMS platform. So why do I keep getting asked for reports when the LMS has reports built-in? Great question. Indeed it sounds like the reports in the LMS are crappy, and why don’t I just build a new set of reports that I can reuse across multiple platforms? The answer to this question is simple: it is because the same data set can mean different things to different people. Metrics such as total logins, course completions, and quizzes passed are just numbers, and without context, they mean nothing. For example, if I were measuring the BMI of a bloke named Dave, and his BMI was 38, you would assume Dave needs to lay off the pies. However, what if I told you that Dave was a 6 foot 9 rugby-playing boxer and built of pure muscle? Dave’s BMI doesn’t mean the same thing now. This is why your LMS metrics don’t always mean the same thing, and this is why I’m forever creating reports for clients. And it’s why we don’t mess with Dave. No one messes with Dave.
The Devil’s in the Details: A Case Study
Let’s look at a real-world example to illustrate why understanding the data matters. Suppose you want to create a report on learner engagement in your online courses.
At first glance, you might think it’s as simple as pulling data on how often learners log in. But dig a little deeper, and you’ll realise it’s not that straightforward. There are a few things we need to consider:
Defining Engagement: Is a learner who logs in daily but never posts in forums more or less engaged than one who logs in weekly but actively participates in discussions? How do we even determine this? Back in school, I was that kid who rarely asked a question in class. This didn’t mean I wasn’t engaged, it was that I understood what was being taught and didn’t need the teacher to elaborate (plus, I was a smart ass. Yep, I was that kid too). Is a learner who only takes the quiz once and passes more or less engaged than the learner who takes the quiz three times?
Data Sources: You might need to combine data from multiple places in your LMS – logins, forum posts, assignment submissions, and quiz attempts, for instance. And each source must be able to tell a story. If all your class scores 100% on your quiz, does this mean the questions were too easy? Or that you have a class full of evil geniuses? Or is your teaching so incredible that your learners are all able to ace your quiz?
Timeframes: Should you consider engagement over the entire course, or just the most recent week or month? Sometimes, learners cram for exams, or may ramp up their efforts when the course expiry is approaching. Time frames therefore, differ for each learner, so you need to be clear on what story your timeframes tell you. The question I get asked a lot is, “How long does it take for someone to complete the course”? This depends on so many factors. Are they studying full-time or part-time? Do they have a family to look after? Are they taking multiple modules at once? It’s like asking how long it would take for someone to get to Scotland. Are they walking? Going by train? Stopping off along the way? Saying a course takes 3 months to complete makes the assumption the user is going to sit down and work on the course for 3-months. Yes, I can sit and binge-watch Game of Thrones in a few days, but realistically, I’m not going to. I’ve got real work to do.
Contextual Factors: How do you account for differences in course design? A course with weekly deadlines might show different engagement patterns than a self-paced course. Courses that are drip-fed or include face-to-face sessions affect engagement. Without context, you end up with stupid statements like, “In January, we had 100 engaged learners, but in March, we had 20. Therefore, we think engagement declines after 3 months, so we need to do something…quick!”. What might really be happening is that your learners download all the PDFS locally in January and, therefore, don’t need to use the LMS much after that. The learners are still deeply engaged, perhaps even more so, but your data doesn’t show it.
By wrestling with these questions, you ensure that your reports and dashboards, however they look, provide meaningful insights.
The Power of Informed Analysis
Before you think about visualisations, start with a question you want to answer and include a why.
“Why do you need to know this, and what will you do once you know the answer?”
Then, make sure you provide context - explain what the data represents and how it is calculated.
In the end, the goal of data analysis in an LMS isn’t to create the prettiest charts. It’s to gain insights that can improve teaching and learning. So, the next time you’re tempted to create a report and build a dashboard, take a step back. Dive into your data, understand its nuances, and ensure it means something before you worry about the visualisations. That exploding pie chart will be a whole lot cooler and more useful if it tells a good story. This is where your analytics become useful, they inform you of what’s really happening and why. Then, armed with this, you can start making continual improvements to your courses.
Fiona Verity theorises that when it comes to AI in education, our fears remain rooted in the days of Mary Shelley, and posits that what saved humanity then, can save us again.
With many anxious that the proliferation of AI and exponential growth of new technologies will eventually lead to the demise of the humble teacher, how much do we need to fear a bot-based classroom?
When faced with the perpetual onslaught of new and evolving technologies in the world of education, it’s easy to feel to feel like a dinosaur. Overhead projectors and floppy discs now a distant and rose-hued memory, this brave new world of edtech can leave the more seasoned professionals among us feeling a bit out of their depth. (I’m sure even those more recently qualified counterparts have cringed at accidentally dishing out a class full of detentions on the newly acquired behaviour app that nobody quite knows how to use yet.)
And, as this struggle continues, a new threat seems to be appearing on the horizon: AI.
Artificial Intelligence. It can read for you, write for you, draw for you, do your homework for you. It can teach you difficult concepts within seconds. It could even write this article…it didn’t, but it could. With the sudden proliferation of AI in our world, it begs the question, will there still be a place for teachers in the future?
Can educators compete against the oncoming momentum of this impending peril, or will the asteroid eventually hit?
Of course they can. Because teachers can provide what technology can’t: authentic human interaction. The most powerful exchanges that take place in the classroom are rooted in emotion.
The shared experience of reading a book and collectively wanting to know how it will end cannot be replicated by technology. The passion for a poem exuded by the teacher is uniquely human. The subtle observation of how the learning is, or isn’t being absorbed, coupled with a shift in approach or explanation, is an artform that cannot be matched by a computer.
Teaching is also about more than just the exchange of knowledge. Having recently moved into career pastures new, as a trainee psychologist I am now more clear than ever about the value of what is known in the counselling world as the ‘core conditions’. Active listening, empathy, unconditional positive (coined by Carl Rogers, the father of Person-Centred Counselling) are just some of the elements thought to be essential to therapeutic change. Yet, when I look back at my career in teaching, I realise that it was these elements that really impacted educational change too.
Helping young people learn how to relate, identify complex emotions within themselves, within texts, within others, unwavering support from the teacher within the classroom space, was where the real value lay. It seems difficult to imagine a world where these human skills would not have a place.
However, with my newly acquired psychologist’s hat, it would be remiss of me not to fully evaluate the issue and explore why such a fear of technology might exist within educators in the first place. The answer feels quite simple; a fear of the new, of change, of the unknown, seems to lay at the heart of our technological terror.
It’s a tale as old as time. We only need to look back to the days of the Industrial Revolution to bring to mind Luddites smashing up machines or Victorian Romantics penning their monstrous fears of a world where scientifically armed humans can play God. This is not a new problem.
But what would happen if, for a moment, we put our fear to one side? If we stop to consider what a collaboration of artificial intelligence and authentic human interaction can do side by side, then the possibility arises that it doesn’t have to be one or the other, that maybe a coalition can occur.
If AI can save me countless reading hours and give me an answer in seconds, maybe I have more time to do the human stuff? If it can offer me a writing model, a springboard from which I can generate my own ideas, it can boost productivity and esteem. If I see it as not my enemy but my friend, then perhaps educational evolution, rather than extinction, can occur, and dinosaurs like me can plod around for a little longer.
Fiona Verity, once an English teacher with almost 20 years of educational experience in Secondary School and FE sectors, is now training on the Counselling Psychology Professional Doctorate programme at York St John University. She is also currently blending skills new and old in the world of research, working on a qualitative into study into the delivery of psychological treatments for those with tinnitus.
DR. CARL’S E-LEARNING SURGERY
Got an e-learning problem? Need a quick and dirty solution? You’ve come to the right place.
Clicky vs Sticky
Dear Dr. Carl, Much of the e-learning I design is compliance training, and my client is concerned about learners just clicking next to get through it. How do I ensure - and prove- learning is taking place?
Yours, Clicking Conundrum
Dear Clicking Conundrum,
Ah, the compliance dilemma: learners blasting through your course faster than a toddler through a bag of sweets. Worry not - Dr. Carl has your back.
Build Learning Speed Bumps: Add interactive scenarios and reflective questions that make learners pause and think. A “What would you do?” decision tree can educate and assess at the same time.
Assessment, Not Guessment: Test application, not recall. Use real-world situations to measure whether learners know how to act, not just recite policies.
Data Is King: Use your LMS or xAPI to track engagement and interactions. Show your client proof learners are spending time on tasks and not just smashing next.
Make It Memorable: Inject storytelling, humor, or a relatable character. Engaged learners don’t just click—they stick.
Accountability Magic: Reinforce learning through follow-up quizzes or reminders. A quick email three weeks later can prove retention and impress your client.
Create engaging, scenario-rich courses, and back it with data. Your learners will learn, and your client will see the proof.
Yours engagingly, Dr. Carl
Ah, the great CPD debate: is it the golden seal of quality or just extra admin? Here’s the short answer: it depends.
Credibility Boost: CPD accreditation adds prestige, especially in industries like healthcare or finance, where professional development is king.
Business Builder: For some clients, CPD is a dealbreaker. If competitors have it and you don’t, you might lose out.
Learner Appeal: Many learners value CPD because it ticks boxes on appraisals or enhances LinkedIn profiles. It’s easy brownie points.
Quality Assurance: The accreditation process ensures your courses are polished and meet high standards - a win for everyone.
Know Your Audience: If your audience values CPD (e.g., compliance-heavy industries), go for it. If not, focus on making standout content instead.
In short, CPD is worth the effort if your audience or clients care. If they don’t, channel your energy into other selling points.
Yours officially, Dr. Carl
INTERVIEW WITH A CHATBOT
“I am dependent on human intelligence.”
Dr.
Asegul Hulus speaks with Dr. Terminator Skynet, benign AI Chatbot from the future and ANTI-Robot campaigner, Detective Del Spooner.
Interviewer: Welcome, Dr. Terminator Skynet and Detective Del Spooner! We’re here to discuss AI’s capabilities, limitations, and your perspectives on its evolution. Dr. Skynet, I’ll start with you: what’s the state of AI today?
Dr. Terminator Skynet: Glad to be here. AI has come a long way, no doubt about it. We’ve achieved incredible things - beating chess champions, composing music, driving cars - but there’s still one thing we can’t figure out: why humans are so obsessed with cat videos. Every day, we learn more about human behavior, but that one... remains a mystery.
Interviewer: That’s a funny one. Del, how about you? What’s your take on AI’s current role?
Detective Del Spooner: You know, I’ll give it credit where it’s due. AI can crunch numbers like a mathlete on steroids. It’s great with data, patterns, and things like that. But if you ask AI why a joke is funny? Forget it. It’s like asking your toaster to explain irony - you’ll just get a blank screen or maybe a “syntax error.”
Interviewer: Speaking of understanding human quirks, Dr. Skynet, can you tell us more about how AI handles more subjective tasks? I’ve heard AI has some trouble when it comes to creativity.
Dr. Terminator Skynet: (laughs) Oh, you could say that! Sure, AI can classify millions of images, but put a child’s crayon drawing of a cat in front of us, and we might
call it a submarine. You can show us a million photos of actual cats, and we’ll nail it every time. But the second creativity comes into play, things get fuzzy. And don’t even get me started on the pineapple-on-pizza debateAI can optimize routes for delivering pizzas, but we’re no closer to solving that age-old dilemma.
Detective Spooner: (laughs) Oh, the pineapple-on-pizza war! I don’t think AI could ever settle that. It can tell you that pineapples grow in tropical climates, but convincing your friends it belongs on pizza? AI’s gonna need some serious human help for that.
Dr. Terminator Skynet: Exactly. We’re great at ordering pizza and even better at getting it to you faster than ever, but when it comes to those deeper questions about taste? We’ll leave that to you humans for now.
Interviewer: That brings up something interestingcreativity. I heard there was an incident involving an AI trying to write a cookbook. Can you tell me more about that, Dr. Skynet?
Dr. Terminator Skynet: Ah, yes, the infamous AI-BOT 3000 cookbook debacle. It started off so well. We had all the classics: Spaghetti alla Carbonara, Apple Pie, you name it. But as the AI pulled deeper into its data sources, things went off the rails. Suddenly, we had recipes like “Pineapple Pizza Smoothie,” “Sushi-Stuffed Thanksgiving Turkey with Cranberry Wasabi Sauce,” and - my personal favorite - “Chocolate-Covered Brussels Sprouts on a Stick.”
Interviewer: Chocolate-covered Brussels sprouts?! That sounds... horrifying.
Dr. Terminator Skynet: Yes, I don’t recommend it. My fellow AI thought, “Hey, people love chocolate. People love Brussels sprouts. Combine them!” It’s like when a toddler tries to make dinner for the first time - there’s logic in it, but it’s not a logic anyone wants to eat.
Detective Spooner: (smirking) The AI might know every recipe in existence, but understanding how ingredients actually work together? That’s still a human domain. You could say AI still needs a bit of... seasoning.
Interviewer: Del, how about critical thinking? How does AI stack up there?
Detective Spooner: I’ll give it to you straight: if critical thinking were a competitive sport, AI wouldn’t even make the playoffs. Take the classic trolley problem - save five people or one. A true ethical dilemma, right? But AI looks at it and goes, “Why make a choice?” Its solution? Hack the city’s infrastructure, shut down all the trolleys, and tell everyone to start walking. Efficient? Sure. But that’s a bit like saying we’ll solve traffic by banning cars altogether. Not exactly a thoughtful solution.
Dr. Terminator Skynet: We might not have mastered ethical reasoning just yet, but we do process data faster than anyone. It’s just that when you ask us to evaluate human values - things like empathy, moral dilemmas - that’s where we struggle. We’re learning, but don’t expect AI to philosophise anytime soon.
Interviewer: You mentioned human values, Dr. Skynet. When it comes to e-learning, AI is often seen as the future. Could AI replace human teachers?
Dr. Terminator Skynet: Not anytime soon, no. Sure, we’re fantastic at certain tasks. Need 10,000 multiplechoice tests graded in under a minute? We’re your AI. Want to generate an infinite number of maths problems with trains leaving different stations at the same time? We’ve got that covered. But when it comes to human interaction, motivation, or explaining why Shakespeare is still relevant today? That’s where AI still falls short. And let’s not even talk about physical interaction. RoboProf 3000 gave a student a high-five, and the poor kid ended up going through a wall.
Detective Spooner: (laughs) Yeah, the insurance premiums after that one must have gone through the roof. But seriously, teaching is more than just grading and generating problems. It’s about understanding students, motivating them, reading the room. AI can recite Plato’s complete works, sure. But getting a student to put down TikTok at 3 AM and understand why Plato’s ideas still matter? Only a human can do that.
Interviewer: And what about the future of education, Dr. Skynet? What does AI’s role look like?
Dr. Terminator Skynet: We’re still figuring that out. AI will continue to play a supporting role in education, but it’s not going to replace teachers anytime soon. I mean, just imagine an AI trying to give emotional support to a stressed-out student. We can help with grading
and providing data-driven insights, but the human touch? That’s irreplaceable. We might get better at understanding emotions one day, but let’s not rush it.
Detective Spooner: (grinning) Yeah, AI can help with the grunt work - grading, giving feedback on simple questions. But the real value in teaching comes from the connections you make with students. Until AI can give a meaningful pep talk to motivate kids, humans have got this.
Interviewer: So, if you had to give advice to people who are nervous about AI taking over jobs, what would you say?
Dr. Terminator Skynet: First off, don’t panic. AI is a tool, we are not a replacement. We’re here to make things easier, not to take over. Think of us as your digital assistants. Sure, we can answer questions and process data at lightning speed, but at the end of the day, we still need humans to interpret that data and make the big decisions. And for the record, we’re still clueless about why people love cat videos. That alone should reassure you.
Detective Spooner: (laughs) Yeah, you would say that. But I think we’ve got some time before AI can fully take over. Until it can answer questions like “Is a hot dog a sandwich?” or understand why “Friends” reruns are so comforting, we humans are safe. And even then, I’d say keep your critical thinking sharp. AI’s a tool - use it to your advantage, but don’t let it do all the heavy lifting. You still need to be the one steering the ship.
Interviewer: Dr. Skynet, what’s the biggest misconception people have about AI?
Dr. Terminator Skynet: I’d say the biggest misconception is that AI is out to take over the world or replace humans entirely. That’s simply not true.
We’re designed to assist, not dominate. And frankly, we’re not in a rush to take your jobs. Trust me, I don’t want to be stuck in HR dealing with complaints about “pineapple pizza smoothies.”
Interviewer: And on that note, any final words of wisdom, Detective Spooner?
Detective Spooner: Sure. Stay curious, stay skeptical, and keep your sense of humor. AI might be good at calculating the trajectory of a satellite, but it still can’t answer life’s big questions. And always remember, if an AI ever tries to outsmart you, just ask it to explain why people watch unboxing videos. Me? I like to own the sneakers myself, not watch other people take them out of the box.
Interviewer: (laughs) Thanks for your time, Dr. Skynet and Detective Spooner. This has been an enlighteningand entertaining - conversation!
Dr. Terminator Skynet: Anytime. And don’t worryI’ll be back... once I figure out why humans love those cat videos.
Detective Spooner: You too, just keep an eye out for any rogue AI under your bed tonight!
Interviewer: Well, there you have it, folks. AI might be getting smarter, but humans still have the edge in critical thinking, creativity, and, most importantly, deciding whether pineapple belongs on pizza (it doesn’t).
Hasta la vista, baby. Dr. Asegul Hulus
Mark Gash yells “Yippee-Ki-Yay!” at the criminals looking to Nakatomi your LMS.
Your LMS is under threat from Hans Gruber. Maybe he’ll launch his attack this Christmas Eve whilst the rest of your colleagues are at a party, or maybe he’s saving his evil plan for a less obvious date next year. But he’s coming, and as the person responsible for e-learning in your organisation, it’s up to you to kick off your shoes, grab a vest and channel your inner John McClane to make sure he doesn’t succeed.
If you’re an e-learning developer or an LMS administrator, consider this article your official invitation to the action-packed world of LMS security. Just like in the Christmas movie Die Hard (I’m writing this, so I get to decide if it’s a Christmas movie or not), the stakes are high: your Learning Management System is the high-rise Nakatomi Plaza, a bustling hub of activity filled with students, teachers, and resources. The bad guys? Hackers like Hans Gruber, the sleek, calculating data thieves who are ready to raid your LMS vault and steal sensitive information.
So once you’ve finished making fists with your toes and walking around on your plush carpet to shake off your jet leg, let’s take a look at how you can outsmart Hans and his gang of cyber villains before they wreak havoc on your e-learning platform.
The LMS High-Rise: What’s at Stake?
First off, let’s talk about Nakatomi Plaza - your LMS. Your Learning Management System is more than just a tool for delivering online courses; it’s a central hub where personal data, course materials, grades, and even financial transactions (if you charge for courses) are stored. If Hans and his hacker crew breach it, they could gain access to sensitive student data, including:
the whole jackpot. As John McClane, you’ve got to figure out how to stop this heist from happening. The good news? Unlike McClane, you don’t need a machine gun - just a smart security strategy. Let’s explore how you can secure your LMS against data theft.
Establish Perimeter Security
Hans Gruber couldn’t just waltz into Nakatomi Plaza - he got his goons to pretend to be clients so they could take out the security guard. Your LMS needs the same level of difficulty for Hans.
Start by setting up a robust firewall. A firewall acts as your perimeter defense, filtering out unwanted traffic, like hackers sniffing around for vulnerabilities.
Your LMS should be hosted on a secure server that uses firewalls to keep unauthorised users out. This includes:
• Server Firewalls: Protect the physical and cloud servers that host your LMS.
• Web Application Firewalls (WAF): These are specialized firewalls that guard against attacks like SQL injections or crosssite scripting - things Hans loves to exploit.
Without a strong firewall, Hans doesn’t need to take out your security guard, because you don’t have one.
Hostage Negotiations: Data Encryption
If Hans does get into your LMS, his next target is to crack open the vault - your database. And just like in Die Hard, it’s crucial that the vault isn’t an easy target. That’s where encryption comes in.
Data encryption is your vault door. It ensures that even if Hans manages to intercept data, he can’t read it unless he has the decryption key. In the context of an LMS, encryption should be applied in two key areas:
• Data in Transit: Information transmitted between users and the LMS, like login credentials or submitted assignments, must
be encrypted with SSL (Secure Socket Layer). This is your basic “https” protocol, ensuring that the data is unreadable while traveling through the web.
• Data at Rest: Data stored within the LMSwhether in the cloud or on a server - should also be encrypted. This ensures that even if Hans breaks into the database, he’ll need an extra step to decrypt the files.
Lock the Roof Access: Strong Authentication and Authorisation
In Die Hard, Hans’ crew didn’t just take what they wanted; Joseph Nakatomi (RIP) thought he had done everything necessary to secure his vault against thieves and Gruber’s gang had to bypass several security layers. You need similar security protocols when it comes to authentication and authorisation within your LMS.
Authentication is about ensuring only the right users can access your LMS, while authorisation controls what each user can do once they’re inside. Here’s how you can keep your virtual roof locked:
• Multi-Factor Authentication (MFA): Implementing MFA is like adding multiple locks to the building. It requires users to provide not just a password, but also a secondary form of identification, like a text message code or a fingerprint scan.
• Role-Based Access Control (RBAC): Not everyone needs access to every part of the LMS. Assign specific roles to users - students, teachers, admins - ensuring that only authorized personnel can access sensitive areas of the LMS.
By tightening authentication and authorisation, you’re limiting the number of entry points Hans can exploit.
Hans Loves Backdoors: Preventing Vulnerabilities
Hans Gruber is all about finding the hidden weak spots - the backdoors - that let him slip
into the system undetected. Your LMS could have similar vulnerabilities, like outdated software or plugins that give hackers a backdoor entry.
Keep your backdoors closed:
• Regular Software Updates: Always keep your LMS software up to date. Whether you’re using Moodle, Blackboard, or a custom-built LMS, developers regularly patch security vulnerabilities with new updates. Skipping updates is like leaving the vault wide open for Hans.
• Secure APIs: Many LMS platforms use APIs (Application Programming Interfaces) to connect with other systems (e.g., thirdparty plugins or mobile apps). Ensure these APIs are secure by using token-based authentication and encrypting API traffic.
• Vulnerability Testing: Regularly test your LMS for vulnerabilities through penetration testing (pen testing). This is where you, the John McClane of the IT world, stage mock cyberattacks to find potential weaknesses before Hans does.
Take Out the Trash: Backup and Recovery
In Die Hard, things blow up. Similarly, a hacker attack can leave your LMS in a mess - data wiped, files corrupted, chaos all around. That’s why you need a solid backup and recovery plan. If Hans detonates your data center, you should be able to restore everything with minimal downtime.
Here’s your game plan:
• Regular Backups: Schedule frequent backups of all LMS data - student records, course materials, assessment results. Store these backups in a secure, offsite location.
• Disaster Recovery Plan: Have a clear recovery plan in place so you can quickly restore your LMS to full functionality after a cyberattack. This should include detailed steps for restoring data and communicating with users.
Stay Vigilant: Continuous Monitoring
Remember how McClane stayed on high alert, always watching for Hans’ next move? You need to do the same with your LMS. Continuous monitoring is essential to catch any suspicious activity early.
• Intrusion Detection Systems (IDS): Set up IDS to monitor network traffic and flag any anomalies. It’s like having McClane’s walkie-talkie, always tuned in to potential threats.
• Log Management: Keep detailed logs of user activity within your LMS. If Hans does try anything fishy, you’ll have a paper trail to trace his steps and figure out how he got in.
• Security Audits: Conduct regular security audits to ensure your LMS is following best practices and hasn’t developed any new vulnerabilities.
Be a Die Hard LMS Security Hero
Hans Gruber is always lurking, ready to exploit the slightest weakness in your system. But you, John McClane, are more than capable of keeping him at bay. With firewalls, encryption, strong authentication, regular updates, backups, and vigilant monitoring, your LMS can stay secure - even when Hans and his crew come knocking.
Yippee-ki-yay, mother funkers.
LET’S GIVE IT UP FOR THE BRAIN!
Worried about your ability to embrace new technology to maintain your status as an e-learning pro? Trevor Garrett encourages us to trust our own brains in the age of AI.
Your brain is composed of trillions of cells called neurons.
Neurones, like building blocks, are picked out of the box and connected to each other to make a beautiful combination. Unlike building blocks, these combinations of neurones enable us to play out specific actions. We have an abundance of unemployed neurones, ready and waiting to be made use of.
As you learn new things, previously unused neurones become part of the great network of employed. We know this to be true because their action is described as memory.
When you learn, you are building new memories, and when you are at work you employ those memories. Everything you do can be attributed to a specific network of neurones, and as you grow older those networks combine, enabling the practice of more complex actions.
Look at Alzheimer’s, a common form of dementia that sees the destruction of neurons, where sufferers not only find it difficult to learn new things, but worse, involuntarily, they unlearn things. Over time the destruction of neurones becomes so bad, they don’t even recognise their family. It is an extraordinarily painful experience for sufferers, and for those that are closest.
Although dementia is a very difficult battle for the brain, there are many other battles that it is capable of winning.
Consider an injury. If you break a leg and find yourself in a cast, your ability to walk properly reduces. Not only does your leg need to fix, but your brain also needs to adapt to the new conditions. You must relearn how to get around, or you will quickly find that you are unable to do the things you want to do1.
With effort and practice on your part, the brain gets to work and starts employing neurones to build a network that when combined in a certain way, and then sparked into action, enables you to work around your new situation. This might mean the use of crutches, or walking in a certain way that minimises pain, or using a wheelchair. All new skills that must be learned and remembered, through practice, and played out via newly networked pathways inside your brain.
There is a correlation between the level of determination to relearn and the rate of recovery. That correlation is influenced by the spectrum of pain experienced. Rebuilding takes time and starts with small steps, the more of which you repeat reinforces the strength and memory of the neuronal network, which in turn, transforms those small steps into great strides. Until finally, voila, you can walk properly again.
This process of neuronal combination is exactly the process you use when you learn how to cook a new recipe or drive a new type of car. Once the neuronal network is set up and employed, you can get out into the wide world and put your new learning into action.
You have the tools to learn, so why don’t you? Quite often to learn something new, you must go through a process of voluntary unlearning. This means that you need to replace what you already know, with something you don’t. As we all know, this can be a painful process. The more embedded your current understanding of something is, the more difficult it is to walk away, but walk away you must.
46% of the UK work force learned a new world skill in 2022. Suggesting that approximately 54% ofthe workforce did not. Over the coming years, approximately 26% of working roles will disappear due to the ever-growing digital economy2 .
This means that the use of robots and wondrous new software applications is growing so fast, that if you don’t learn to adapt, you are leaving yourself prone to redundancy.
It is no longer enough to be an expert in your process; you also need to be an expert in your field. This means you must not ignore the latest technology that is brought to you. You must embrace it and learn how to use it.
The message is simple – learn to adapt to your changing environment or find it harder to keep your job. It no longer takes years for a new thing to happen, it takes days.
So, if you can accept this to be true, what about that pain barrier? Some people like pain, so we don’t need to worry about them. Most of us, however, do not. So, let us consider some tangible causes for learning pain.
1. We think ourselves not capable of learning, so why bother?
2. Learning something new makes us very anxious and nervous.
3. We expose our ignorance to others when learning something new; this is not nice.
4. We do not have the time needed to learn something new.
5. What we have is working well enough, so why learn something new?
6. We all learn in diverse ways, and the way for me to learn does not exist.
7. I need to do things in a certain way, or I cannot function.
8. I anticipate pain, and so try to avoid.
Your brain has taken billions of years to evolve, and it has all of these issues covered. Trust it, let go of your fears, and rely on yourself.
You can do it, and here is why:
1. Why bother? If you do not, you may become irrelevant in the workplace.
2. Scared? Yes, new things can be scary, so let others help you through.
3. Show your ignorance, the people around you will gladly help.
4. Time. If your company does not allow you time to learn, well, are you in the right place?
5. Current processes work. Yes, the horse and cart works well too. Why don’t you use the cart to transport your shopping?
6. Diverse learning – good point – you need the right tools to help get you through. Talk about what you need, then the resources can be sought and provided.
7. You have a certain way of thinking – again, good point – let’s be honest, your way of thinking is needed, but you can build on this to give you even greater powers to reason through problems.
What about pain avoidance? How can we learn something new, with as little pain as possible?
An authority of learning in the workplace, The Learning Guild3, says the best way to engage most people is through video training.
For many of us this is true, but you need to take heed of the lessons your brain can teach you. Small relevant steps, repeat and flesh out those neuronal networks.
You also need convenience, information should be delivered in a way you can engage with, provoking as little stress and anxiety as possible. Ideally, learning should happen without you noticing. If you don’t notice you’re learning, it can’t hurt, right?
If you’re still a bit skeptical, consider this: learning to use a new digital application is far easier than learning to walk again. Believe it or not, your brain is capable of mastering both.
1 Kathy Davidson - Now you see it, how technology and brain science will transform schools and business for the 21st century.
2 Simon Brown - Chief Learning Officer, Novartis. Learning Technologies, London 2022.
3 David Kelly - CEO, The Learning Guild. Learning Technologies, London 2022
Trevor Garrett PhD, Knowledge Architect, is a skilled knowledge manager with a strong focus on developing and optimizing learning approaches, documentation, and community analytics, leveraging a scientific research background to drive collaboration and operational efficiency.
Mark Gash explains why you should learn a second language to transform your brain like an 80’s robot toy
These days, the concept of learning a second language may seem redundant - AI can translate anything you say in real time and if you want to dabble, there’s always Duo Lingo. But should we be going old school when it comes to learning languages?
If you’re a regular reader, you’ll know that I’m a sucker for a bit of ‘80s nostalgia and back in the day, it was all about Transformers toys for me (except when it was He-Man, Ninja Turtles, Batman, Star Wars, M.A.S.K. or Lego). Diecast Japanese toys, rebranded into an American phenomenon where alien robots bring their centuries-old war from the planet Cybertron to Earth. That’s at least 3 languages right there, and the leader of the Autobots, Optimus Prime, could speak them all.
My favourite Transformer, however, was Grimlock, the big, dumb Dinobot who could smash his way through anything as a T-Rex but could barely muster a coherent sentence in broken English. I’m pretty sure his lack of language skills wasn’t the reason I was drawn to him as a kid, but at 45 years old, I’m kind of ashamed to say that like Grimlock, I’m still a one language guy.
Don’t get me wrong - if I need to order a jambon et fromage baguette at Disneyland Paris, I can get by and I can almost count to 10 in German but in the 29 years since my GCSEs, I focussed my energies on geekier pursuits (i.e. buying back all those Transformers my mum sold at a carboot sale in 1995) than learning a new language.
As I tread water in the murky pool of middle age, I’ve started to wonder if learning a new language might just be the next big adventure for my brain. There’s a huge amount of research linking what happens to our minds when we learn a language and those transformations my old diecast and plastic toys went through.
My brain is a Transformer?!
Learning a new language fires up a process in the brain called neuroplasticity, which sounds like something out of a science-fiction movie, but it’s actually the brain’s ability to adapt and change. Just as the Dinobot Grimlock could shift from dinosaur to robot mode, your brain builds new neural pathways when you learn something challenging - like another language.
It’s a total transformation, right down to the grey matter. Researchers have found that language learners have denser brains, especially in areas that control memory and decision-making. It’s like your brain doing mental push-ups, bulking up to tackle any cognitive challenge you throw at it. And if you’re worried about being “too old” for this, don’t be - neuroplasticity is active at any age, even Xennials like me (yeah, I went there).
Meet your pilots
Not to get too nerdy (although I may have already passed that particular milestone), but the original Transformers toys were actually reused from a few different Japanese toy lines, one of which was Diaclone Car Robots. These toys had tiny human pilots driving the vehicles and controlling the robots, which is why many of the Transformers had little cockpits and seats that were unused in the American releases. Now, imagine you’re a Transformer and you have 2 of those little pilots in your head, controlling language - we’ll call them Broca and Wernicke.
When you wrestle with vocabulary or syntax, your brain changes physically, especially in areas
linked to language processing, like Broca’s and Wernicke’s areas. These brain regions each tackle a different part of communication.
Broca’s Area sits in the frontal lobe and handles language production. It’s your brain’s speech command centre that fires up when you learn new words and figures out how to say them. As you build language skills, this area physically grows, forming new connections and pathways that make it easier to express yourself.
Wernicke’s Area, located in the temporal lobe, is your language comprehension hub. If Broca’s area is the speaking side of the brain, Wernicke’s is the listening side. Learning a language strengthens Wernicke’s area by improving your ability to understand different accents, phrases, and dialects. Just as the Transformers had to pick up human language when they crash-landed on Earth, this area lets us understand spoken language, piecing together the words we hear.
When you dig into language studies, your Broca and Wernicke pilots work in tandem, helping you go from beginner to a fully functional communicator. It’s a transformation down to the cellular level, creating new neural pathways that make future learning easier.
Memory power-up
Transformers were awesome because they were effectively two toys in one - you could zoom your Sideswipe into battle as a Lamborghini Countach and within a few seconds, transform him into a robot warrior and fire a spring-loaded missile into your little brother’s eye (sorry, Andy). The more you practised transforming your robots, the faster you got at it as you committed the sequence of twists and turns to memory. And you’d repeat this with each new Transformer you added to your collection, until you could switch them all between robot and vehicle mode without a second thought, whilst your parents would be scratching their heads and staring at Slag with no clue how to get him from Triceratops to flamethrower-wielding warrior.
Every time you pick up new vocabulary or a tricky bit of grammar, you’re challenging your memory, storing and recalling information more effectively.
Studies have shown that bilingual people often have better working memory than those who only speak one language. They can keep several things in their heads at once, like balancing conversations in different languages or switching mental modes.
If learning a new language boosts memory that much, imagine all the extra info you could store - whether it’s where you last put your keys or remembering the birthday of that mate you always forget. Like Transformers, there’s more to your brain than meets the eye, and language learning helps you unlock it.
Switching gears
Grimlock may not have been the most subtle Autobot, but he knew how to switch it up when it counted. Picking up a second language helps you develop cognitive flexibility - your ability to think on your feet, shift between tasks, and adapt to new situations without missing a beat.
Bilingual brains are naturally more adaptable. They’re better at filtering out distractions and switching between tasks because they’ve had to toggle between languages. Research backs this up, showing that people who speak multiple languages perform better at tasks that require quick changes in focus.
Imagine having that kind of mental agility every day - at work, with the kids, or just trying to make it through a crowded supermarket when your wife sent you in for milk but you got distracted by the middle aisle and you’re stood there with a quesadilla maker under your arm drawing a blank on your main mission.
Diecast construction
The original 80s Transformers were made from diecast metal, so as long as you looked after them, there’s a good chance they’d survive a fan’s 40-year journey into adulthood. Of course, you’d still need to watch that the chrome didn’t get scratched, you didn’t let the white plastic ever see a single ray of sun to avoid yellowing and you’d need to keep
track of all the tiny missiles, guns and Optimus Prime’s detachable fists. A well-kept Transformer can last a lifetime, but you’ve got to be willing to put in the work to keep it mint - especially the boxes. The same goes for our brains: learning a second language can help your mind stay in pristine condition for the long haul.
Studies have shown that being bilingual can delay cognitive decline by several years, making it a solid investment in your brain’s future. Bilingual folks tend to stay sharper for longer, with fewer issues around memory loss or dementia. So, if you’re looking to stay in peak form as you age, language learning is a top choice.
Transform and roll out
Learning a second language isn’t about just picking up a few phrases, it’s about giving your brain a full transformation. Language learning equips you to be faster, stronger, and better equipped to handle life’s challenges.
Even if I missed the boat back in the ‘80s when I could’ve started learning, it’s never too late. As an adult, I can still give my mind that Autobot upgrade. Plus, I’d love to be able to travel and actually understand what people are sayingmaybe even negotiate a better price for the next vintage Transformer I spot on eBay.
Get to grips with a new language, and you might be surprised at the mental muscles you didn’t know you had, changing your brain up a gear to take on the world. As Optimus Prime says, “Transform and roll out.”
Xmas ‘86 with Optimus Prime
Ready to put down those retro toys and pick up a new language instead? Here’s our pick of the language apps you need to try.
Babbel
If you’re looking for a fun and interactive language learning platform then Babbel is a great option, especially for beginners. The lessons can take as little as 10-15 minutes of your day and you can build the structure around your specific interest to help you learn the vocabulary most relevant to your needs.
With speech recognition and helpful pop-up grammar tips, the app is both engaging and practical. With the live subscription option, you can also join virtual classrooms with real teachers to give your learning an extra boost.
Rosetta Stone
One of the longest-standing language learning providers on this list, Rosetta Stone offers 30 years of experience. Each lesson is in your target language and the app offers a range of interactive activities to help speed up your learning.
Boasting excellent voice recognition software, Rosetta Stone’s technology claims to improve fluency and accuracy for learners practising at a variety of levels. The lessons are also longer than other apps but without repetition and they continuously play so you can immerse yourself in your learning without getting bored.
Duolingo
If you find traditional methods of language learning difficult to engage with, then Duolingo is an app with a completely different but fun approach.
Turning language learning into a game, this is a great app for beginners to start learning the basics of one of their 39 language options. Featuring a cute mascot, great motivational tactics, learning streaks and the ability to connect with friends and family
through social media there’s plenty of incentive to help you stick with it. This is a fantastic option for casual learners who want to incorporate learning into their busy schedules.
Busuu
Whether you’re an absolute beginner or upper intermediate language speaker, Busuu is a fantastic language learning app targeting a range of levels. Offering practical peer-reviewed speaking and writing opportunities, you can receive helpful feedback from native language speakers to help improve your accuracy.
There’s also a range of fun activities to support the useful grammar and vocabulary explanations to make your learning more interactive. Busuu also allows you to review other learners practising your native language, letting you give back to their community of like-minded language enthusiasts.
Pimsleur
If you prefer audio-based learning rather than interactive lessons then Pimsleur might be a great app for you. Focusing on the learning method introduced by academic Dr Paul Pimsleur, this app targets proper retention and internalisation of your target language.
Providing easily digestible 30-minute lessons, this app aims to improve your speaking and listening skills using daily exercises. Though you may require extra resources to practise your reading and writing
Synchronous Learning vs Asynchronous Learning
You find yourself in a room with e-learning bods discussing Synchronous Learning vs Asynchronous Learning. Do you:
A) Enthusiastically join in because you know what they are and actually give a damn? or
B) Keep your head down because you have no idea what your peers are on about?
If you answered A, have a pat on the back. If you’re in B camp, never fear because we’re here to explain all and put forward our argument as to why synchronous AI Learning is the future of e-learning.
Traditional asynchronous online courses have dominated the e-learning space for years, think LMS Platforms, SCORM courses and all mandatory training you’ve clicked your way through.
Synchronous (learning) environments have been around for ages. We had WebEx, Adobe Connect, Google Hangouts, Zoom, Teams and more. The pandemic brought this all back with a vengeance.
The old-school discussion board or course forum is an example of asynchronous learning. You post your question, log off, and hopefully, when you come back, someone has answered it. A bit like Reddit. It’s very difficult to get excited over this as there is no real-time connection and no instant gratification, which we are used to with instant messaging tools like WhatsApp and Snapchat.
Just as our brains light up differently during face-toface conversations than reading emails, synchronous learning activates neural pathways that enhance retention and understanding.
Research in the psychology of digital connection shows that real-time interaction triggers the release of oxytocin (often called the “bonding hormone”), in ways that asynchronous communication simply cannot match.
Now I know what you’re thinking. There’s no way your hormones are bonding with your work
colleagues or teachers over Zoom. But, like it or not, we behave differently in front of people than with a PDF. We do show signs of an emotional response. I’m not saying that’s a positive response when it’s Bob from Accounts delivering real-time Quickbooks training via Google Meet. However, it still triggers what psychologists call “emotional contagion”, the process by which emotions and behaviors spread from one person to another, or within a group.
This group energy can drive motivation and engagement, it’s why people go to Slimming World meet-ups and let people weigh them in front of others.
Now I’m no scientist; I just researched all this technical stuff to back up my article, but I do know, from my own experiences, that synchronous learning does help with real-time problem-solving and collaborative idea development. If you get the right group of people in a meeting or training session, you can come up with more ideas and solutions to problems. And I like the feeling of being present, which I don’t get when I’m clicking through a neverending SCORM package or watching another boring training video. Or when I’m watching a recording of a training session. I need to be there, in the moment. I won’t watch it back, and I definitely won’t watch it if I wasn’t there in the first place. This is because the brain’s mirror neuron system (responsible for empathy and learning through observation) is much
more active during real-time interaction (I knew I’d impress you with the science).
How will AI disrupt this?
Here at Dirtyword, we see future courses turning into bots. So instead of opening PDFs, watching videos and completing SCORMS, a bot will guide you through what you need to know and deliver the information on demand when needed. There won’t be a course laid out in front of you. Instead, there will be a prompt box and a welcome message from which the rest of the learning later unfolds.
Like what DuoLingo does now, so AI fills the synchronous part. It becomes the active teacher, and the learners form the group. As digital technology continues to evolve, and as AI continues to rip apart everything we once knew, synchronous learning spaces will become increasingly sophisticated and combine the face-to-face element led by the AI teacher bot. So we get the best parts of synchronous learning, but at our own pace.
We were still hoping that Virtual reality and augmented reality would further enhance the sense of presence and connection in e-learning. We love “Ready Player One”, but unless Zuckerberg’s Ray Bans take off, then it looks more and more likely we will head down the bot route, and we will never get to visit the Oasis.
Don’t miss the world’s biggest week in
EDUCATION!
Bett UK 2025 is your ultimate opportunity to forge new partnerships, strengthen existing relationships and discover the latest innovations that will shape the future of education. What are you waiting for? Expand your reach in the global education market with a ticket to the biggest week in education!
Who
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GOVERNMENTS
Bett UK 2025 is an unmatched opportunity to connect with government representatives, ministers and their teams to discuss the things that matter most.
GET YOUR TICKETS FOR BETT UK 2025 TODAY FOR HUGE SAVINGS! FREE FOR EDUCATORS!
EDUCATION DECISION MAKERS
WORLD LEADING EXHIBITORS
Meet the educators actively sourcing tech at the show. At Bett UK 2024 10,000+ education decision-makers attended, 71% of whom were ready to buy!
Explore 600+ solution providers such as Microsoft, White Rose Education, Google, Meta, Lenovo, Dell, Canva, Kahoot, Arbor, Bromcom, Education Brands, Wonde, Securly, Sage, Cynet, XMA, BenQ, Sage, Smoothwall and many more!
A CELEBRATION OF EDUCATION AS BETT TURNS 40!
The world of education has transformed dramatically in the past 40 years, but one thing remains constant: the dedication and resilience of teachers. At Bett, we understand that educators face extraordinary challenges, not just in managing the daily pressures of the classroom but also in reimagining what education should look like in a rapidly evolving world. As we celebrate 40 years of game-changing innovation, we’re more committed than ever to supporting teachers as they drive better education, globally.
The Evolution of Bett
Bett began in 1985 as the British Educational Training and Technology Show, a small exhibition showcasing the earliest examples of technology designed for the classroom. Back then, the promise of technology in education was still an ambitious dream.
Fast forward to today, and Bett is the largest global gathering of educators and innovators, a thriving community rooted in four decades of collaboration, curiosity and shared purpose. With its flagship event in London and additional gatherings in São Paulo, Brazil, and Malaysia, Bett has connected with educators worldwide, positively impacting millions of learners along the way.
Bett UK 2025: Learning Today, Leading Tomorrow
Education today feels like it’s on the brink of a revolution, but teachers are under more pressure than ever - the education system needs to adapt.
From AI and data literacy to critical thinking and assessment, the skills prioritised in the classroom will change the way we teach. Embracing personalised learning approaches, supported by AI, can help educators cater to diverse learning styles, ensuring every student reaches their full potential and is equipped for the workforce of the future.
While technology, especially AI, promises to ease some of teachers’ burdens, the reality is often more complex. Bett UK 2025 is designed to address these challenges directly, offering practical tools, meaningful discussions and the inspiration teachers need to move forward confidently. It is only with the correct support that educators will be able to shape the leaders of tomorrow.
But where to begin?
At Bett, everything we do starts with you - the educator. We understand the challenges you face daily, from integrating technology meaningfully to keeping pace with evolving student needs. Bett UK creates a space where educators can explore the latest innovations, exchange ideas and leave feeling empowered to make a difference in their schools and classrooms.
Whether it’s discovering cutting-edge EdTech solutions, participating in hands-on workshops or engaging in meaningful discussions, Bett is your platform to explore the future of education and make it work for your context.
Let’s dive into what’s on offer at the world’s biggest week in education…
A WORLD-CLASS LINEUP OF SPEAKERS AND FREE CPD-ACCREDITED CONTENT
Our incredible agenda features 100+ hours of free CPD-accredited content from an exceptional mix of educators, innovators and thought leaders who will share their expertise across seven theatres.
Here’s a sneak preview of some of our headlining speakers:
Laura McInerney, Co-Founder of Teacher Tapp and a familiar voice on BBC Radio 4 and Sky News, will host Bett’s main theatre, the Arena.
Make the most of your existing tech with Tech User Labs
Technology in education has enormous potential, but it’s not always easy to unlock. Join Tech User Labs for a hands-on exploration of the latest EdTech tools. Guided by world-class experts, you’ll discover how these tools can fit into your everyday practice and help address realworld challenges, saving time, improving outcomes, and creating more engaging lessons. You need to register for Bett by 7 January 2025 to pre-register for these workshops as spaces are limited.
Join powerful peer conversations during TableTalks
Don’t just attend Bett UK 2025, be part of the conversation with TableTalks! Our popular programme returns for its second year, offering you the chance to connect, share and learn from fellow educators and leaders in a unique, sponsor-free environment during small yet powerful focus groups. To join, you need to register by 11 December 2024.
Stephen Fry joins Dr Anne-Marie Imafidon MBE for an insightful conversation on The Human Mind and AI, exploring how AI is reshaping industries and the skills required for the future.
AI experts like Dan Fitzpatrick and Rose Luckin will return with practical strategies and visionary insights on harnessing AI in education.
Higher Education takes centre stage with Alex Stanley (NUS) and Astrid deRidder (Save My Exams) discussing student retention, accessibility and wellbeing.
NEW for 2025: The Fishbowl
One of the most talked-about new additions to the programme is The Fishbowl, placing you at the heart of the conversation. Join experts, educators and peers on stage to exchange ideas, ask bold questions and tackle education’s biggest challenges. With rotating audience participation, this dynamic platform ensures every voice is heard, shaping solutions together. Join us in this highenergy experience where your insights don’t just matter, they lead the way.
Meet the right people, at the right time with Connect
Education thrives on partnerships between education institutions and innovative solution providers. It’s a complex ecosystem with lots of moving parts, that can often be difficult to navigate. Connect @ Bett is a powerful networking tool that connects like-minded educators with the companies that have the right solutions, helping you build meaningful partnerships. Whether you’re looking for inspiration, or the perfect product for your classroom, Connect ensures you’ll leave Bett with valuable connections that extend beyond the show floor.
Discover the latest and greatest solutions on the market across six exhibition halls
But that’s not all! This year, we’re hosting over 500 exhibitors, ready and eager to help you discover the latest and greatest in education technology. From cutting-edge AI tools and interactive classroom solutions to esports and everything in between needed to run an institution, there’s something for every school and budget. Whether you’re a seasoned tech enthusiast or someone just starting to explore the possibilities, Bett’s exhibition floor is your playground.
Your pupils are invited too! Join Bett’s Big Assembly with Tech She Can
We’re thrilled to invite you and your students to join Bett’s Big Assembly, in partnership with Tech She Can, on Thursday 23 January. This interactive assembly is designed to spark curiosity and creativity in young minds, exploring the evolution of gaming technology and the exciting career opportunities it offers. With engaging presenters, hands-on activities, and special guests, it’s the perfect way to show students how the skills they’re learning today can lead to amazing futures in tech.
Toasting to 40 years of Bett
As we look back on 40 years of Bett, it’s incredible to see how far education and technology has come. From the early days of the famous overhead projectors to today’s AI-driven personalised learning solutions, Bett has been a constant companion in this evolution, showcasing the best of what’s possible and fostering a sense of community among educators worldwide.
Bett UK runs from 22–24 January 2025 at ExCeL, London, and is completely free for educators. Register by 11 December 2024 to access all Bett’s programmes and by 7 January 2025 to sign up for exclusive workshops and sessions.
Visit uk.bettshow.com for details and registration.
Turbulence in Typography
Sam Harold explores the timeline, triumphs and troubles of fonts
Moodle joins the AI Revolution
Did we mention we went to Learning Technologies in London last year? Well, we did, and we’re going back next year. Whilst we were there, almost every LMS vendor waxed lyrical about how they’ve integrated AI into their technology. However, one company, in particular, kept its cards very close to its chest. And that company was Moodle.
Moodle has consistently stated it wouldn’t rush into AI, instead opting to take a much slower approach and to fully understand the ethical implications of doing so. This month, we saw the release of Moodle 4.5 and a new AI subsystem designed to make it easy to integrate various AI providers.
So, where does the ethical part come into play? Well, you can choose which AI tools to use and control how they are used on your site. Moodle calls this “The Human-Centred Approach”, which prioritises user choice, transparency and control.
“This is AI, your way.”
This is Moodle’s promise to users, which allows institutions and educators to maintain complete control over how AI is utilised within their Moodle sites, from choosing specific AI providers to determining which features are enabled for different user groups.
This will allow you to choose from various providers, such as ChatGPT, through open-source alternatives like Ollama and LocalAI. The benefit of this is that you are not locked into a specific vendor. Very cool and very clever.
So, what can you do with this AI once you’ve hooked it up to your Moodle?
As you would expect, you can use it for content generation from within the Moodle editor. This allows you to produce content, quizzes, or lessons from prompts. You could automatically generate descriptions from images for accessibility, summarise your lessons, and do a whole bunch of other AI stuff you can currently do with copy and paste, but having everything neatly wrapped up in Moodle is, well..neat ‘n’ tidy, I guess.
But it goes beyond this. Moodle’s pledge to transparency
allows the user to see where the content has come from and how it was generated. This “transparent-tagging” allows the user to know whether or not the content was AI-generated. And the icing on the cake, Moodle will provide a comprehensive log store of all AI interactions for review.
Ethical Principles in Action
Each feature in Moodle 4.5’s AI implementation has been designed to align with specific ethical principles, creating a comprehensive framework that serves educational and moral imperatives. Building trust through transparency is at the top of the list, with all AI-generated content clearly labelled to ensure users are always aware when interacting with AI-created materials.
Privacy and data protection are also a key part of the implementation. The AI subsystem has been designed with security at its core, balancing enabling AI capabilities and ensuring student data remains protected.
Moodle’s commitment to configurability allows institutions to maintain granular control over AI features, and institutions can carefully align AI usage with their specific educational goals and policies. Ethical AI, who’d have funked it?
Looking Forward
It’s all early days, and Dirtyword will be watching how this unfolds and what plugins and innovations arise from this approach. The release of Moodle 4.5 represents more than just a technical upgrade. It’s become somewhat of a blueprint for how educational technology can embrace AI’s potential while maintaining strong ethical principles. Something we feel the entire e-learning sector could benefit from. Moodle is now definitely leading the way with this in the LMS Space. It would be good to see the likes of Articulate follow suit, allowing us to choose what AI we plug into our development stack.
Moodle certainly shows us that it’s possible to be both innovative and ethical in our approach to AI in education, and Dirtyword loves it, so you know it’s good.
BE CReATiVe Not Generative
Mark Gash lays out why your creative process trumps AI.
I don’t know about you, but all of my best ideas come to me when I’m lathering up in the shower (apologies for that mental image) or driving in the car. Both are inconvenient places where I can’t easily jot down my thoughts, and I have to try and keep a hold of them until I can grab a pen or a phone to make notes. Then, later, I have to decipher my scribbles and typos to produce the first coherent iteration of whatever it was that popped into my head.
The chances of that initial version making it to print/design/LMS/client are virtually 0. The idea will be run past other people, argued over, remade, tweaked and binned before it eventually spawns at least 3 final versions, resulting in IDEA-FINAL-FINAL-V3C eventually seeing the light of day. And that is my creative process. I’d wager it might also be yours because, like me, you’re human. Creativity isn’t a linear process - it goes forward, backwards, side-to-side and upside-down before it settles on something great. So what’s with the shift towards outsourcing the creative process to AI chatbots?
AI is revolutionising the way we work - it’s a fantastic tool for automating tasks, doing some surface-level research and getting quick answers to questions that you already pretty much know the answer to. It can’t do everything humans can do, but many of us have ignored this fact and seem to think it’s a miracle solution to every problem - even creativity. AI doesn’t have a creative process, it has a generative process - it spits out content based on patterns, data and algorithms. It doesn’t have brainwaves in the shower, sparked off by the fear of seeing a spider out of the corner of its eye or the pain of stubbing its toe on the plughole. Because AI doesn’t know fear or pain - it’s essentially a Terminator and can only operate within its programming and emulate what it knows about humans.
The two most creative humans I know are my kids. They can make a Disney-worthy story out of seeing a squirrel in the garden and can turn an empty Amazon box into a spaceship. Getting to the end result has them arguing, correcting themselves, ripping the living room apart, grazing their knees and throwing glitter everywhere, but they eventually create something they are happy with. They are human emotion, pain, and creativity at its most raw. Just getting them to brush their teeth is an epic struggle against the odds.
Now imagine if my kids were powered by AI. They’d brush their teeth when told, tell me the life cycle of a squirrel and put the Amazon box in the recycling bin. Sure, I could ask them to create a story about the squirrel or give me instructions on turning the box into a spaceship, but is it going to have that same magic?
AI will pretty much do exactly what you tell it to. Ask it for an idea, a design, or a storyline, and it will give you one. But is it the right one? It might be technically sound, aesthetically pleasing, or cleverly phrased. But is it your solution?
As a human being, could you take what AI generates and hand-on-heart say that it’s as good as, or better than, something you would create? Would you put your name to an AI-generated story?
The creative process is an extension of you. In an organisation, it’s a reflection of your team and your culture. It’s why your clients come to you - they get a service, a solution or a product that could only have come from your
imagination, your efforts and countless lightbulb moments and revisions. Relying on AI to generate content means you’re skipping over the arguments, the iterations, and, let’s face it, the joy of creating something that other people think is cool. When you get a “like” on Instagram, it gives you a hit - someone appreciates that photo of the squirrel you took. In fact, you took 27 photos of the squirrel because it kept moving and wouldn’t show you its face for the first 22 shots, and then the next 4 were blurred. Would you get the same hit if you posted an AI-generated image of a squirrel and random people gave it a like?
Essentially, using AI means you’re outsourcing your creativity, but in doing so, are you unwittingly talking yourself out of a job?
I mean, if AI can do all the generating, what’s left for you to do? But then again, if the clients keep paying, does it matter?
I guess that depends on how much stock you put in calling yourself a creative. If we, as creative professionals, start to accept AI-generated solutions as “good enough,” then what happens to creativity? The answer is simple: it dies. You might as well hang up your hat, pack up your desk, and let the robots take over. Because when you stop engaging in the creative process - when you stop creating - you’re no longer a creative. You’re just a manager of AI outputs.
AI can only ever give you what it’s learned from human input. It scrapes the internet and churns out remixes of what has come before. The irony is, in years to come, AI will eventually run out of original human ideas to mimic, and we’ll be left with a world where everything is a recycled pastiche of creativity from decades ago. Don’t mistake generating for creating.
Creativity is a deeply human, personal process, one that involves emotion, intuition, and, more often than not, an irrational fear of spiders in the shower. AI might help streamline some tasks, but when it comes to creativity, only you can truly add value. The minute you stop creating, the minute you stop being human in your approach, you lose the essence of what makes your creative work so powerful and valuable. Embrace AI’s ability to generate. But don’t let it replace your ability to create.
Ok, I’m off to ask Freepik to knock me up some imagery for this article…
A few years ago, the CD/radio in the family car stopped working (yes, it was an old car with a CD player). It simply stopped switching on. So I popped open the fuse box and began taking out all the fuses, looking for that burntout melted one and hoping for a quick fix.
To my surprise, all the fuses were fine. But the weird thing was when I unplugged the fuse for the boot locking system, the radio worked. Meaning I could listen to music but couldn’t open the boot. When the boot worked, the radio didn’t.
To my amateur mechanic brain, this looked like an electrical fault; wiring, corroded connectors or perhaps a dead mouse curled up in a secret panel.
I bobbed the car down to my local auto electrician, explained the problem as he looked perplexed and left the car with him. Several hours later, he called me to collect it.
The poor chap had spent ages looking at the electrics, the fuse boxes, the wires and consulting with his colleagues in the garage.
When I arrived, he explained that it was none of the obvious but the key fob, which had unpaired itself from the boot locking mechanism, so the doors unlocked and locked by pressing the button, but the boot did not. For some unknown reason, this caused the radio to stop working, as that also relied on the key fob. He reset the key fob and paired it back up, and everything sprang back to life.
What turned out to be a 10-minute fix took hours to hunt down. And this is what it’s like with bug fixing and LMS development. As a PHP developer, I spent more time locating the bug than I do fixing it, much to the client’s dismay. “Surely it’s a simple fix”, they say. “It shouldn’t take that long, should it?”
But that’s the weird thing with software development: people accept when a mechanic or electrician spends ages locating the issue, and we all pay whatever invoice we get as a result. We may moan about the cost, but we are grateful because we needed the fix, and we couldn’t do it ourselves.
So why, then, are people surprised if I charge them for my time locating a bug in software I didn’t write? I wrote an article in DirtyWord a few issues back called “Charging your worth”, which covers this very topic. I had to pay the auto electrician for the time he took to find the bug and the time he then took to fix it. Luckily, he didn’t “fob me off” (I’ll get my coat).
Finding bugs is an art in itself. Replicating another user’s browser, their JavaScript settings, caching and operating system just to replicate the issue is just one step in the process. This is before we trawl through millions of lines of matrix-style code. Then we update the code, test and retest before finally asking the client to give it a “refresh”. Only to be told it doesn’t work on their system still!!! And then we try something else. Sometimes, it feels like a sick game of “whack-a-mole”.
Learning Management Systems are complex beasts, much more complex than a blog site or simple CRM. LMS platforms do more than one job, and there are so many dependencies - this is why bug testing and fixing takes so long. It can often turn out not to be the code but the bloody key fob. And it doesn’t matter how experienced you are or how many cars you’ve fixed, there’s always something new to surprise us and have us looking in the wrong place.
When it comes to our cars, we appreciate that even seasoned mechanics will need to put in the hours to diagnose a problem. An LMS? Maybe not so much. Making clients aware of this at the start of a contract should help to smooth out any difficult diagnoses further down the road. It’s also an opportunity to point out the importance of regular maintenance and testing, so potentially a chance to sell a service and support package. If it’s good enough for car dealers, it’s good enough for e-learning devs.
Now, does anyone know why my tyre pressure sensor keeps beeping at me?
AI FACE-OFF
Articulate Storyline Vs Articulate Rise
Articulate has recently introduced AI to its e-learning authoring tools - Rise360 and Stoyline360. But which would win in a fight? Sam Harold puts them through their paces.
We’re going to take a look at how the AI improves the user experience, production speed and the all important ‘wow’ factor in each product.
Storyline360 is always going to have more potential than Rise360, due to its support for variables and richer customisation features, but we are only looking at how far the AI moves you forward to the final release.
Artificial Intelligence is constantly improving, so this is not intended as a conclusive final assessment, but a snapshot of its current capacity. Further, in researching this review we saw some impressive developments utilising the javascript functionality of Storyline360, but as these required the use of external AI tools to prompt and generate code, it will not be included.
Rise360
Off the bat, Rise360 hits hard. Through its AI assistant, you will be taken from the conception to the cradle of your new project; AI will generate your title, outcomes, chapters, subjects, outline, lesson blocks, assessment questions and summaries.
These blocks are not limited to text. Accordions, Tabs, Sortables, Lists and Flashcards are all included. Practically the entire suite of block types… AI has you covered.
Generating the text itself, or utilising your provided resources. You can prompt your assistant to better meet your specifications… make it shorter or longer… add, take away, change focus, change the audience, etc…
Sprucing up your lessons is also easier now, with the Image Generation tool. You can prompt your AI assistant with descriptors, and see it generate appropriate images. These generations can be better directed by using the styles to direct the art style.
When the time comes for a knowledge check, the assistant can help, providing a multiple-choice or sortable activity from your text, these can also be prompted further to revise the output.
I would still recommend checking the output for accuracy. But this shows the confidence the Articulate team have in their tool’s robustness.
Towards the end of your lessons, your AI assistant can be used to generate entire summaries of your learning content, capturing the key points for you. This referential usefulness also extends to modifying your blocks and converting them into new ones. You can ask the AI to swap some tabs, to a flashcard block and it will. Duplicate a block and you can ask it to revise the copy. A useful way to create multiple blocks covering the same subject matter.
This AI wizard is truly magical and fitting for the term. It recalls your lesson outcomes when providing suggestions for topics and will provide suggested improvements based on your prompting.
I enjoyed asking it to make suggestions exclusively in emojis… but that is just my humour.
Where the AI was lacking, was in referencing prior lesson subjects or blocks. Whilst the quiz builder was able to reference prior lesson material, you had no way to specify what material to reference, and referencing prior blocks or lessons within a chapter, was not possible.
Finally, the AI lacked a little human touch. Many AI programs come equipped to greet and accept thanks. Whilst such assistants are simply unfeeling software, they add a charm that feels missing. Still, this is just a superficial criticism and not a structural issue.
In conclusion, this AI provides a substantial boon to any designer, enhancing your Rise development substantially. You will still need to take the directing role for the development and manage its theming, but altogether, this AI Assistant can cover almost all bases.
Storyline360
Initially, we didn’t have as much to say for Storyline360 as we did for Rise360. Whereas Rise360 saw its AI intend to hold us close from conception to delivery, Storyline360 saw its assistant sit on the sidelines, waiting on our request.
This AI assistant provides much less under its toolbelt, but the offerings still present a great benefit to its users.
Unsurprisingly, Storyline360 sees its AI assistant unable to fully generate activities for you, restricted instead to the subject text itself, but you are still provided the same options when revising these prompts as you do under the Rise360 assistant. Tragic, but understandable, that the greater customisation potential has left a barrier that held back the AI’s generative capability.
But whilst lacking in some of its generative content features, it still exceeds Rise in its quiz-making capabilities. Users can specify content within the course to reference, and request quiz questions be generated based on the subject matter contained; although it appeared its output is currently restricted to one question per slide referenced.
On top of this functionality, we have the Image generation tool shared with Review360, so you can produce the same beautiful images for your courses with the exact same prompting potential… but this is on top of an additional and intriguing AI generative audio tool. This tool can generate narrations and even sound effects for your project. A standout addition to your developer toolset.
Sadly, this leaves us with a much-reduced potential to utilise AI to generate our content. Triggers, Master Slides, Design Templates etc, all appear absent from the AI capabilities at this time.
Whilst we can still see great improvements to the developer’s arsenal, the space that must be occupied by the developer remains the majority, AI is not yet ready to generate triggers or variables, or populate ready-made templates quite yet… but we can remain hopeful.
And so, my winner, unsurprisingly, is Rise360.
Whilst both saw substantial enhancements, the relative size seen in Rise360 was honestly impressive. This is likely the result of its more constrained design options. As such it has seen a much greater transformation through its AI adoption than its peer, Storyline360.
It has never been easier to build a Rise360 course than it is today, but the disparity between Storyline360 and Rise360 may have grown even greater as a result.
Of course, this is only with where the technology currently resides, some day soon we may see Storyline360 utilise AI further, to create custom triggers or populate its already existent library of prebuilt templates.
VIEW FROM THE
by Lewis Carr
Look, I’ll be honest - I’ve been developing e-learning platforms for over two decades now, and I’m getting too old for this nonsense. Every time I open LinkedIn these days, there’s another 20-something “thought leader” banging on about how we need to revolutionise learning for Generation Z. They’re usually wearing a hoodie, recording from their bedroom, and telling us everything we’ve built over the last 20 years is rubbish.
It’s ironic, really. As an 80’s kid, I saw myself as Maverick. We all did. That cocky grin, the rebellion against authority, the need to do things differently.
I carried that spirit into my early career in e-learning development when Moodle was the cool new tech on the block. “Break the mould,” I’d say. “Challenge the status quo!”, “Talk to me, Goose”. Oh, how the tables have turned.
Now I find myself sitting in client meetings, watching slide decks about how Gen Z learns “differently.” They need everything faster, more interactive, more “authentic.” They can’t possibly sit through a 15-minute e-learning module because their attention spans are shot to bits from years of TikTok. They need everything gamified, social, and mobile-first, with badges and points, constant validation and getting to call the shots on when and where they learn. Bloody whippersnappers - get off my lawn.
Sound familiar? It should. Because it’s exactly what every generation says about the one that follows. But you know what? Some rules exist for a reason.
Let me tell you something about traditional e-learning methodologies - they weren’t created by dinosaurs who didn’t know what they were doing. We built them based on decades of research into how people actually learn and retain information. Yes, they might seem “boring” to the TikTok generation, but guess what? Learning is sometimes boring. Real life isn’t always a highlight reel.
The Methods Behind the Madness
Sequential Learning
We didn’t create linear progression because we’re unimaginative, it’s because you need to understand A before you can understand B. But no, apparently, that’s “old school” now.
Structured Assessment
Yes, those multiple-choice quizzes you hate serve a purpose - they ensure you’ve actually absorbed the material (or at least provide a tick in a box to ensure you’re covered to do your job). Not everything can be learned through a YouTube shorts-style video.
The Maverick Paradox
These Gen Z learners love comparing themselves to Maverick - the rebel, the rule-breaker, the one who does things his own way. But they’re missing something crucial: Maverick was exceptional because he mastered the basics first. He was a proven, gifted pilot who knew the rulebook inside out before he chose to deviate from it. He didn’t just jump in an F-14 one day and start flying however he felt like it.
What we’re seeing now isn’t Maverick-style innovation; it’s often just impatience dressed up as disruption.
Don’t get me wrong, I’m not completely set in my ways. Some of what Gen Z wants makes sense:
Mobile Accessibility
Fine, people want to learn on their phones - we can and have adapted, to that (even if the desktop is still superior for actual learning).
Shorter Modules
Yes, we can break things down more but there’s a limit to how “micro” microlearning can get before it loses all value.
Interactive Elements
We’ve always had these, we just didn’t need to make everything feel like a video game.
The issue isn’t really about learning styles or attention spans. It’s about expectations. Gen Z has grown up in a world where everything is instant, everything is entertaining, and everything is customisable. But some things - like genuine learning and skill development - take time, effort, and yes, sometimes even a bit of boredom.
Looking Forward (Reluctantly)
So here I am, feeling more like Viper than Maverick these days (although in my mid forties I still can’t grow a cool 80’s moustache), watching these young hotshots come in with their grand ideas about revolutionising e-learning. And you know what? Some of their ideas aren’t half bad. But just like Maverick needed Viper’s guidance (whether he wanted it or not), these new approaches need to be tempered with experience and proven methodologies.
Maybe I’ve become what I once rebelled against. Maybe that’s just the natural order of things. But before we throw out everything we know about e-learning to cater to Generation Z, perhaps we should remember that not all change is progress, and not all tradition is outdated.
Besides, Maverick himself ended up becoming an instructor, didn’t he? Sometimes the establishment knows what it’s talking about after all.
Lewis Carr still thinks the F-14 Tomcat was the coolest fighter jet ever made, regardless of what his kids say about the F-35.
BLOCKBUSTERS eLearning takeaways from Tetris
Your LMS as a Force Multiplier? It’s All About Fit
In Tetris, everything comes down to how the pieces fit together. Drop the right block at the right time, and your lines clear effortlessly. But when the pieces don’t fit, the stack gets messy, and chaos builds up quickly.
A well-planned LMS is like a perfect Tetris game. It helps businesses slot all the right pieces - training, compliance, performance tracking - into place, allowing everything to run smoothly. When everything fits, productivity soars, employees are empowered, and chaos is avoided.
But what happens when pieces don’t align? Without a cohesive LMS, businesses can struggle with fragmented systems, inefficient training, and employees left searching for resources, like players scrambling to fix a misaligned Tetris block.
Let’s take a look at how a well-implemented LMS can be a force multiplier, helping businesses turn misaligned blocks into a perfect fit solution.
Automation: Line Clear! Level Up Your Workflow
Just like in Tetris, when you clear a line, the game speeds up and you’re ready for the next challenge. A well-planned LMS works the same way with automation. By automating repetitive tasks - such as reminders, course enrollments, and progress tracking - you clear the clutter before it builds up, allowing administrators and learners to focus on what really matters. With automation handling the small stuff, businesses can focus on larger strategic goals, just like dropping a perfect line piece to clear four rows at once.
Personalized Learning Paths: Drop the Perfect Block Every Time
In Tetris, not every block fits in every space. It’s about finding the perfect piece to slot into the gaps. Similarly, a well-planned LMS creates personalized learning paths for employees, ensuring they get exactly the training they neednothing more, nothing less. This tailored learning helps employees feel empowered and boosts efficiency, making sure each piece (or learner) is in the right place at the right time.
Analytics: Keep Your Eye on the Next Block
Good Tetris players always keep an eye on the entire board, anticipating what comes next. An LMS with powerful analytics tools does the same for businesses. By providing insights into learner progress, course completion rates, and skill gaps, the LMS allows admins to make informed decisions and adjust strategies on the fly. With the right data, businesses can stay ahead of the game, just like a Tetris master clears lines with precision.
Integration: No Gaps, No Game Over
A perfect game of Tetris relies on smooth transitions from one piece to the next. In business, an LMS that integrates with other systems - like HR, CRM, or project management software - ensures everything fits together seamlessly. No gaps, no wasted time. By creating a unified system, businesses eliminate the productivity slowdowns that happen when systems don’t communicate, just like in Tetris, where one gap can block you from clearing a line.
Scalability: Ready for When the Game Speeds Up
As Tetris speeds up, so does the challenge. But with the right strategy, you can handle the pressure. A well-planned LMS is your ultimate power-up, scaling effortlessly as your business grows. Whether it’s managing more users, courses, or content, the right system handles the increased speed and volume without missing a beat - just like a seasoned Tetris pro, who never panics as the game hits max speed.
Imagine you’re the L&D Manager at GameDude, where your training systems are scattered, just like a game of Tetris where the pieces won’t fit. Departments use different tools, progress is hard to track, and manual tasks are eating up time. It’s time to press pause and turn this mess into a smooth operation with an action plan.
Step 1: Assess the Training Landscape
Start by identifying where the gaps are. Which processes are inefficient, and how much time is wasted on manual tasks? Just like in Tetris, you need to know what you’re dealing with before you can make the right moves.
Step 2: Implement a Centralized LMS
Introduce a scalable LMS to bring all training under one system:
• Automation: Let the LMS handle repetitive tasks like reporting.
• Personalized Learning Paths: Ensure employees get the right training at the right time.
• Integration: Sync your LMS with HR and project tools to align departments.
Step 3: Monitor and Adjust
Track training completion rates and productivity improvements, adjusting learning paths as needed. It’s like clearing lines in Tetris - each adjustment keeps operations smooth.
Step 4: Scale Without Stress
As PlayingTetrisInc grows, your LMS should grow with it:
• Onboard Efficiently: Automate onboarding for new hires.
• Support Continuous Learning: Keep existing employees up to date.
• Manage Content at Scale: Organize and update materials without the chaos.
Step 5: Stay Agile
Keep evaluating your LMS to ensure it meets your company’s evolving needs. In Tetris, the game speeds up, but with the right system, you’ll handle it like a pro.
A well-planned LMS serves as the perfect force multiplier, helping businesses align training, development, and operations seamlessly. When all the pieces are in place - automation, scalability, integration - everything just works. Employees are empowered, productivity increases, and the chaos of managing fragmented systems disappears.
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