DIRTYWORD the E-Learning Magazine Issue 7

DIRTYWORD

We’re back! Our first official issue of 2025 and we’re already running a bit late to print - sorry about that! We lost a week exhibiting down at Bett and handing out 1,000s of copies of our special show edition of the magazine. If you saw us down at London’s ExCel and are here reading this as a result, then the effort and lateness were all worth it - welcome, new reader!

If you’ve been here since Dirtyword #1 and don’t care for hearing our excuses, I’ll get back to this issue’s rundown...

In this edition of the world’s greatest free E-learning/ Ed-Tech magazine, we have more guests than ever, starting with some new faces in the form of Lamsa’s Badr Ward, Goethe Business School’s Magdalena Slawinska and Media lecturer Hannah Greenwood.

We caught up with Badr at Bett to discuss the humble origins of the Lamsa LMS and its evolution into the recently launched Unified Education Framework.

Magdalena is the recently appointed Head of Technology Enhanced Learning at Goethe Business School in Frankfurt and tells us how she sees education changing in the midst of all this new AI nonsense they keep throwing at us.

Talking of the dreaded Artificial Intelligence, Cursive’s Joseph Thibault returns to talk us through how process tracking is effectively fighting fire with fire to weed out plagiarism but also to protect students from accusations of ChatGPT-ing (other Large Language

Miranda Verswijvelen is back to explain how your e-learning characters - and learners - can benefit from ditching fact-based profiles and switching them up for traits that encourage emotional investment in the learning stories you’re trying to tell.

Dr Asegul ‘Ace’ Hulus joins us once again with a Matrixflavoured explanation of AI hallucinations - trust noone, especially not your friendly AI chatbot.

Trevor Garrett turns to Mother Nature to illustrate why you should be employing e-learning to grow diversity in your business, and in a tenuous link, I look at why you shouldn’t be stuffing diverse characters in your courses, willy-nilly.

Lewis tells us that boring e-learning is good e-learning, and looks at why we should be emptying our brains of useless stuff we’ve stored there for years, in order to make room for new methodologies and skills.

All of this, plus a techless future from Hannah Greenwood, teachings on course length from Sam Harold, a round-up of Bett, a warning from Lew about over-accessibility-ing and one more from me on rethinking your case studies as case stories... Last but not least, we’ve got the usual news, comic antics from Whisper and advice from Dr. Carl.

Enjoy!

Mark

For all enquiries, contact info@dirtywordmag.com

All content is © copyright Dirtyword - The E-Learning Magazine 2025 and reuse of the content is permitted only with the permission of the publisher. In all cases, reuse must be acknowledged as follows: “Reused with permission from Dirtyword - The E-Learning Magazine.”

The opinions expressed in this publication are those of the authors and do not necessarily represent those of the publisher.

Lewis Carr

Founder. Moodle Wizard. Digital Nomad. Lewis wears many hats but his most comfortable is his Dirtyword beanie.

Miranda Verswijvelen, PhD

Interactive story designer for serious games and digital learning.

Magdalena Slawinska Head of TechnologyEnhanced Learning.

Joseph Thibault Founder of Cursive Technology, Inc.

Badr Ward CEO of LAMSA.

Mark Gash

Writer. Designer. AI Image Prompter. Mark is a jack of all these trades but only a master of Dirtyword. And toy collecting.

Dr Asegul (Ace) Hulus

Assistant Professor, Lecturer, Researcher and Author in Computing.

Sam Harold Instructional Designer and Moodle Developer.

Trevor Garrett, PhD Knowledge Manager and Creator.

Hannah Greenwood Lecturer and Researcher in Media and Design Technology.

We’re always on the lookout for guest writers and contributors who want to see their name 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

Time for course design!

Took a bit longer than expected but still time to design that course.

! Re: Course Logins Elle Andie <elle@bigclient.com>

Hi Whisper, I updated a course last night and now nobody can login. Can you just fix it for me? Elle.

Ok, maybe I’ll get that course designed tomorrow...

! Training Hugh Manrisauce <hugh@hmhr.com>

Hey Whisper, I know you trained me on the LMS admin last month but I forgot it all. Can we jump on a quick Teams call?

H

! Course Sales

Justine Thyme <jt@lateproject.com>

Whisper, I paid you good money for those courses you made but nobody is buying them. I know you aren’t my sales and marketing team but still... Call me ASAP. 8:54 am 11:42 am 4:09 pm

WHAT'S GOING ON IN EDTECH?

AI Integration in Higher Education

Adelaide University Mandates AI Education for All Students

Starting in 2026, Adelaide University will require all students to be educated in Artificial Intelligence (AI) and data technologies, aiming to align graduates with contemporary industry needs. Approximately 3,000 academic staff are updating existing programs to incorporate AI components across 300 degrees. The initiative emphasises proper AI usage and entrepreneurial skills, while maintaining the importance of on-campus experiences alongside enhanced digital elements.

Developments in Learning Platforms

iSpring Suite 11.8 Launches

On November 2, 2024, iSpring Solutions released iSpring Suite 11.8, a tool designed to help educators build professional, responsive courses with ease.

Open LMS Introduces AI-Assisted Editor

Open LMS announced a new AI-assisted editor for TinyMCE, aimed at empowering educators, trainers, and administrators with enhanced content creation capabilities.

Industry Recognitions

Schoox Named a ‘Top Enterprise LMS’

In October 2024, Schoox was recognised as a ‘Top 10 Enterprise LMS’ in the 2024 Talented Learning LMS Awards, highlighting its role in elevating learning engagement and performance across diverse audiences.

Institutional Changes

Adelaide University Phases Out Face-to-Face Lectures

By 2026, Adelaide University plans to eliminate traditional face-to-face lectures, transitioning to self-paced digital learning activities. This move aims to provide a consistent and flexible learning experience. It has faced criticism from staff concerned about the potential loss of campus life and direct student interaction.

Corporate Developments

BibliU’s Rapid Growth in Digital Textbooks

Founded in 2015, BibliU has experienced significant growth, providing universities across Europe, the U.S., and Asia with licensed digital textbooks and courseware. Following its 2023 acquisition of Texas Book Company, BibliU now assists universities in managing both physical and digital campus stores. Notable clients include the University of Phoenix and Coventry University.

Corporate Learning Industry Sees Significant Investment

General Atlantic, a backer of Duolingo, has agreed to acquire Learning Technologies Group (LTG) for £802.4 million. LTG provides corporate training tools and has faced challenges as generative AI leads companies to reduce content creation costs. This acquisition aims to help LTG adapt to AI-driven changes in the corporate training market.

Conversely..

EdTech Investments Decline Amid AI Surge

Global investment in online education companies has significantly decreased, dropping to $3 billion in 2024 from $17.3 billion in 2021. This decline is attributed to the end of the pandemic, which halted subscriber growth, and the rise of free generative AI tools offering similar services at no cost.

Conversely, investment in generative AI surged to $51.4 billion in the same period. EdTech companies are now integrating AI into their platforms to remain competitive.

Bett 25 News

Stephen Fry Was In Attendance

Anne-Marie Imafidon sat down with Sir Stephen Fry exploring AI’s potential and challenges. The discussion covered its impact on industries, education, and the evolving skills needed for the future workforce.

Bett’s Big Assembly With Tech She Can

The incredible Tech She Can teaching team delved into the evolution of gaming technology and the vast opportunities in gaming careers. Students from all over joined this dynamic and engaging session.

Microsoft Launch Project Spark

Microsoft recently released its collection of Copilot+ PCs, featuring AI-powered Windows devices. At Bett, Microsoft announced Project Spark, a free AI-enhanced learning app designed for the Copiliot+ range, launching later this year. It enables educators to create personalised, interactive lessons quickly, using their own materials or built-in resources, reducing manual effort and technical barriers.

Developed with OpenStax, NASA, Figma, Minecraft Education, and Kahoot!, Project Spark offers ready-to-use interactive lessons. While lesson generation is exclusive to Copilot+ PCs, all Windows users can access and share lessons. Designed with responsible AI principles, it ensures learning is inclusive, engaging, and safe, transforming classrooms with cutting-edge AI technology.

Canva For Education

The browser-based design software company showcased Canva for Education, offering free access to premium features and thousands of templates for any subject, grade, or topic, to make lesson creation easy and engaging. Educators can use images, fonts, videos, and animations to design interactive activities for in-class or online learning.

Teachers can share, review, and give feedback in real-time, including text and visual sticker comments for more engaging responses. Canva seamlessly integrates with major classroom tools like Google Classroom, Microsoft Teams, Moodle, and Blackboard, streamlining lesson delivery.

In the arena talk, Canva’s Head of Education, Carly Daff, highlighted how AI can create transformative moments, empowering students to become inventors, storytellers, and problem-solvers.

Grammarly Authorship

On the Grammarly stand, they were talking about their recently-released Authorship feature in Google Docs, that tracks and categorises text sources in real time. It distinguishes between typed text, pasted content from web sources, and unknown origins, ensuring transparency in the writing process.

It also identifies AI-generated text, differentiating between

The Art of Unlearning

Lewis Carr looks at the importance of shedding outdated skills and mindsets

e-Learning has a bad rep. Employees roll their eyes in despair when they are asked to complete the “How to Boil a Kettle Safely in the Office” course or when it’s time to redo their “How to Handle Customer Objections: Volume 3” (again, for the fourth year running). Employees simply don’t want to do it. As Peter Gibbons says in the movie Office Space (1999), “It’s not that I’m lazy, it’s that I just don’t care.”

You see, this type of training isn’t upskilling. It isn’t aligned with the rapidly changing world. It’s something that we’ve always done; it’s the status quo (and not in a good way like Francis Rossi).

So how can we convince organisations to help employees break free from outdated mindsets and skills to thrive in today’s crazy EdTech world?

We are living in an AI boom, the most significant technological shift since the internet began. The way we receive and create content has transformed the sector so much that many of the skills we once needed are now shrinking. And there is a need, more than ever, to upskill staff to use technology effectively.

A World Economic Forum report states that by the end of 2025, 50% of all employees will need reskilling to meet the needs of this technological change. But reskilling and upskilling aren’t enough. To truly adapt, organisations must help employees unlearn old habits, obsolete methodologies, and legacy mindsets that hinder innovation and growth. Yes, compliance training is important and essential, but it’s not really classed as CPD. It makes employees compliant, but does it make them more productive and more creative? And if it’s delivered in the same mundane, boring way that Geoff delivered it back in 1989, then let’s face it, it’s going to be pretty shit (sorry Geoff).

Why Unlearning Matters in the E-Learning Era

Corporate training may have evolved beyond static PowerPoints, but compliance modules haven’t gone anywhere. Employees now have access to better, faster, and more engaging ways to learn, yet organisations still serve up compliance training in true “click-next PowerPoint-style fashion”. You can thank legacy authoring tools and stuffy HR people for that. And although it’s worked for years as a checkbox exercise, one major roadblock remains: outdated knowledge lingers like an expired software update, you know you need to reboot your Mac, but you’ve too many tabs open, even tough it’s causing glitches in your efficiency, you keep ignoring it.

Unlearning is not about erasing knowledge but making room for new, more relevant information. Consider it cognitive decluttering. Organisations investing in digital transformation must ensure that their workforce is not just learning new tools but also unlearning biases, old-school methodologies, and rigid thinking that no longer serve them.

Strategies for Facilitating Unlearning in Corporate Learning

Let’s explore some ways that L&D professionals, HR managers, and corporate trainers can incorporate unlearning into their digital learning strategies with a few actionable approaches:

Encourage a Growth Mindset Through E-Learning Platforms

The work of Carol Dweck (an American psychologist and a professor at Stanford University) focuses on the growth mindset and highlights the importance of adaptability. Traditional corporate training often reinforces a fixed mindset and doesn’t really allow the learner to apply real-world problem-solving, which is key to a growth mindset.

Organisations need to start using e-learning platforms to create courses that challenge existing knowledge, promote critical thinking, and introduce alternative approaches. Gamification, scenario-based learning, and AI-driven adaptive learning paths can nudge employees to question their assumptions and embrace new methods.

Leverage Microlearning for Cognitive Reset

I know a lot of our readers dislike the term “bite-sized”, but it’s the term we use in the sector. “Bite-sized” content helps learners gradually replace old ideas with new ones. When used effectively, microlearning modules can focus on industry shifts, technological advancements, and best practices that contrast with outdated methodologies. Platforms like LinkedIn Learning, Udemy for Business, and custom LMS solutions can deliver these lessons in “digestible” formats. (Yep, I know these food-related terms trigger some readers, but I refuse to “swallow” my pride and stop using them).

Incorporate Reflective Learning & Knowledge Disruption

Encouraging employees to reflect on their learning journey through interactive exercises, discussion forums, and AI-powered chatbots may sound like Black Mirror meets Bridget Jones, but we need to start asking questions like:

What assumptions are you making?

What would happen if this process didn’t exist? How might a new perspective change the outcome?

Using AI to form discussions fosters a new level of self-awareness and promotes genuine intellectual agility.

Use Real-World Case Studies & Reverse Mentoring

Instead of just pushing new legislative changes (or rehashing your old PowerPoints with your new corporate logo), show real-world failures and successes where unlearning played a critical role. Invite younger digital-native employees to mentor senior staff on emerging trends, fostering a two-way knowledge exchange that challenges outdated thinking.

Admittedly, Dave in Accounts, who has worked at the firm for 40 years, might not want 20-something Amy telling him how to use TikTok, but it’s not about you, Dave. You have a pension. You’re watching the clock. Amy has to deal with all the old crap after you’ve retired, so do it for her, man! Pave the way for new blood.

Create Safe-to-Fail Learning Environments

Learning by doing is one thing, but unlearning requires safe spaces where employees can experiment without fear of failure. Consider implementing sandbox environments in your e-learning ecosystem where employees can test new skills, explore alternative workflows, and see the benefits of discarding obsolete practices firsthand.

The Future of Unlearning in Corporate Training

I’m in my mid-40s, so I’ve been subjected to day-long training sessions in the boardroom. I’ve watched Sally deliver a 200-slide presentation. I’ve nodded off to videos on how to lift boxes safely by bending my knees.

But I’ve also flipped a few classrooms back in the day. The way I now research and plan my work is light years away from how I did it even just six months ago.

For me, unlearning must become a priority. I believe that organisations that embed unlearning into their corporate L&D strategies will cultivate a workforce that is not just skilled but truly adaptable to what lies ahead.

And this isn’t an ageist thing. This isn’t a world where only Gen Zs rule. It doesn’t matter how old you are or how many years your company has been using an overhead projector - it’s time for change.

DR. CARL’S E-LEARNING SURGERY

Got an e-learning problem?

Need a quick and dirty solution? You’ve come to the right place.

A-I wrote this myself (honest)

Dear Dr. Carl,

I’m a teacher, and I’m convinced my students are using AI to write their essays. One kid who struggles to string a sentence together suddenly handed in a perfectly structured, jargon-packed masterpiece that read like it was written by an Oxford professor on steroids. I tried running it through a plagiarism checker, but no dice - it’s like AI has covered its tracks.

How do I actually prove they’re using AI, and more importantly, how do I stop it from taking over student work entirely?

Dear Suspicious Minds,

Ah, the modern-day equivalent of catching a student copying their homework from their ‘very smart cousin.’ Except now, the cousin is ChatGPT, and it doesn’t even ask for pocket money in return.

First, don’t rely solely on plagiarism checkers - they weren’t built for AI-generated content. Instead, look for telltale signs: vague, over-explained ideas, robotic phrasing, and that odd, unnaturally balanced writing style AI loves so much. You can also throw a curveball by making students discuss their work in class or submit drafts showing their writing process.

As for stopping it altogether? That’s trickier. You could ban AI outright, but enforcing that is like stopping teenagers from using their phones - good luck. A better approach is to integrate AI into learning: teach students how to use it as a tool rather than a shortcut. Get them to critique AI’s work, refine it, and add their own insights. That way, they actually learn rather than just hitting ‘Generate’ and hoping for the best.

Because let’s be honest - AI isn’t going anywhere. But critical thinking? Now that’s something no bot can fake (yet).

Turn to page 14 to read Joseph Thibault’s vision of a plagiarism-free future!

Diversity… or Dishonesty?

Dear Dr. Carl,

I’m an instructional designer, and my manager just asked me to add “diverse representation” to our new online course. Great idea in theory - except our entire workforce consists of young white girls, and that’s exactly who the learners will be interacting with. If I start adding stock photos of people from different ethnic backgrounds, it’s going to look like we’ve assembled a United Nations delegation that doesn’t actually exist.

How do I approach this without making our organisation look like it’s pretending to be something it’s not?

Dear Token Panic,

Ah, the classic “diversity by stock photo” problem - the e-learning equivalent of a fast food advert showing a towering gourmet burger when you know the real thing is a squashed mess of disappointment.

Here’s the deal: diversity in learning materials is important, but not when it’s forced or fake. If your course is about your actual workplace, and your workplace doesn’t resemble the cast of a Netflix reboot, then slapping in random images isn’t the solution - it’s just window dressing. Instead, focus on real inclusivity: diverse case studies, examples from different cultural perspectives, and varied voices in the content. Representation isn’t just about images; it’s about making sure learners see different viewpoints and experiences reflected in meaningful ways.

If your manager just wants “diverse-looking pictures,” push back gently - frame it as a question: “Are we trying to reflect our workplace accurately, or are we trying to broaden the perspectives within the course?” That shift in focus might be the difference between meaningful representation and, well, a Photoshop diversity parade.

Check out Mark’s article on page 38 for more advice on this topic!

NOT STUDIES CASE STORIES!

Mark Gash rethinks how we explain problems, processes and outcomes.

Case studies are dull aren’t they? Whether they’re being used as a boast on LinkedIn or an example in an online course, they all follow the same format to try and engage the audience;

• Subject 1 had a problem.

• Subject 2 worked on an innovative-notreally-innovative solution.

• Subject 1 was happy.

• Cue Call To Action (if you have a similar problem, get in touch with us for a not-really-innovative solution / consider using this approach in your role).

From websites and social media, business courses to medical training and online modules, they’re structured, analytical, and designed to give learners a clear takeaway. But do they actually help learners connect with the material? Or would something more personal - let’s call them ‘case stories’ - be a better approach?

The appeal of Case Studies

In e-learning, case studies provide real-life scenarios, broken down into structured analysis so learners can see how decisions were made and what the outcomes were. Dull as I might find them, they do actually work in areas where logic and objectivity rule, like finance, medicine, or law.

But they work in these areas because they tend to be a bit clinical. They’re polished and stripped of unnecessary details to make them easy to digest. And whilst that’s great for clarity, it removes the human messiness that often makes stories stick.

Why Case Stories pack more punch

So, what’s a case story and why should you consider using one in lieu of a study? As the

old saying goes, “People buy from people” and even though you might not think you’re selling something in your online course, you are trying to elicit buy-in from your audience. Unlike case studies, case stories are real accounts told by the people who actually experienced them. Whereas case studies aim for objectivity, case stories embrace subjectivity. They bring in the emotions, dilemmas, and unexpected turns that real life throws at us.

Which would be more memorable - a dry business case study on how a company handled a crisis, or a CEO’s personal account of lying awake at night, sweating over whether their business would survive? That’s the power of case stories. They connect because they’re human.

Are you looking for analysis or engagement?

Both case studies and case stories have their place, but which is better in an e-learning environment? It depends on what you’re trying to achieve...

If you need structured decision-making (finance, law, medicine), case studies might be your best bet. They cut the fluff and focus on clear processes and outcomes, as well as reflecting the logical approach to getting things done that those industries employ.

If you want emotional connection and real-world relatability (leadership, communication, creativity, mental health), case stories win hands down. They help learners see themselves in the narrative, making the lessons far more memorable.

How about a bit of both?

Instead of picking sides, why not mix the two? Imagine an e-learning course that presents a traditional case study on a business crisis alongside a raw, personal story from someone who lived through it. That way, learners get both the structured analysis and the real-world relatability.

Case Study: Creating an AI-Generated Avatar Chef for an E-Learning Course

“A UK-based e-learning company needed a professional-looking avatar chef for their new food hygiene course. Using a generative AI tool, they quickly produced multiple chef avatars with different expressions and styles. After testing them with learners, they refined the most popular option with minor tweaks to ensure cultural relevance and consistency across the course.

The AI streamlined the creative process, but human oversight ensured the final product felt polished and engaging. Why not try using AI to generate your avatars?”

Case Story: A Graphic Designer’s Take on AI-Generated Art

“As a freelance designer, I was asked to create an avatar chef for an online food hygiene course.

Normally, I’d sketch everything by hand, but the client wanted me to use AI. At first, it felt a bit like cheating. I played around with different AI prompts, tweaking details to refine the output. Some images were brilliant. Others… not so much. (One chef had six fingers. Another had an apron covered in gibberish.)

Rather than relying solely on AI, I used it as a starting point. I fixed proportions, adjusted facial expressions, and added my own creative touches to make the character feel unique.

AI saved time, but my design skills were still crucial in getting the right final result. The process made me realise that while AI is a powerful tool, it still needs a human touch to make it work properly.”

Learning Should Feel Human

Engagement is everything in e-learning. Case studies are great, but they shouldn’t be the only tool in the box. If we want people to really connect with what they’re learning - beyond just ticking a box in a training module - then we need to lean into storytelling. Case stories add depth, emotion, and relatability to learning, turning it from something learners have to do, into something they actually care about.

Maybe it’s time to stop thinking of e-learning as a knowledge dump and start seeing it as a way to tell meaningful, impactful stories.

Joseph Thibault takes an optimistic look at process tracking and the business of evaluating effort and writing.

For those who’ve seen WarGames – the 1983 movie about nuclear brinkmanship between a 17-year-old and a military AI – the scene where “Shall we play a game?” gets typed out letter by letter might have popped into your head the first time you saw ChatGPT. That movie scene evoked a certain playful intelligence reflected on the bulky CRT monitor.

These days, every generative text and chat gives that WarGames vibe on speed, evoking an anthropomorphized writing process. It’s an illusion that gives you the sense ChatGPT is making effort and taking time to write, spitting out a stream of text that you can almost read, but well faster than you could ever write yourself. Actual compute times are obfuscated by its rule-based user experience, giving you a sense of exerting effort (artificially slowing down the artificial intelligence to be more “human-like”).

Despite the value in establishing trust and evaluating a student’s skill in real time, faculty rarely witness student writing as it happens. In online settings, it would be crazy to ask students to write via Zoom (unless being proctored). The good news is that you need not look over a student’s shoulder or require a screenshare to see a student’s process: there are an increasing number of tools that give you a front row seat. Get your popcorn.

These tools leverage a little-known fact: the Google Docs revision history shows only a tiny window to the expansive data Big G collects from writing. The first time I learned this was from an amazing tool called DraftBack, a browser extension for Chrome created by writer and developer James Somers (https:// jsomers.net/). His tool (introduced with a wonderful explanation in essay form) exposed what’s hidden in the default revision history of Google Docs: individual key presses. He’d cracked it open and exposed it through a beautiful time-series replay interface.

This tool, created in 2014, gave me and others an early view into what I believe will be one of the most important developments in 2025 for writing in class: a complete re-framing of writing as a cascade of data–an unfurling process–with traits like duration, edits, size, and space. Since 2022, “Process Tracking” tools have proliferated beyond Mr. Somer’s early exploration. They’ve made their way into

several academic integrity tools, spurred the addition of more robust revision history for popular text editors such as Moodle’s editor of choice, TinyMCE, and even been built into the Grammarly Authorship tool targeted at students (FWIW, my company Cursive did it first, and we don’t limit process tracking to Google Docs).

In a recent collaboration between the MLA-CCCC Joint Task Force on Writing and AI, academics explored the opportunities and risks that process tracking might afford students and faculty in the classroom. The verdict? A split decision.

On the one hand, those against the tools say process tracking is the next iteration of surveillance edtech. Focusing on the character-by-character creation of a document is not nearly as valuable as the finished product. It’s invasive, it’s onerous, it’s a slippery slope. As one commenter put it: what happens when the same process tracking is required for our (Faculty) own writing, publication drafts, or tenure documentation? In this view, the focus on the writing process through technology starts from a foundation of mistrust.

On the other, process tracking builds transparency through the writing process. It passively creates accountability without requiring additional effort. In an era that appears to be fraught with hard questions about AI-detection and -use, it makes visible what otherwise is opaque. You can see where the writer started, what the writer cut, and that huge block of text they pasted from Wikipedia. It can also differentiate contributions from other authors. And these are just the benefits to reviewers.

The most obvious benefit for students is that it can protect against false accusations from after-the-fact AI detection methods that ignore student writing time and effort. It also creates a robust revision history that can be mined as a reflexive tool. It gives teachers and students alike the necessary tools for spelunking the different phases of writing that otherwise would only be visible through frequent check-ins, conferences, or journaling. Want to see the ideation or outlining phase? Just rewind a little. Want to fast forward to the final stages of editing? Seek towards the end. No rewinding necessary.

Researchers have studied the process of writing through qualitative observation for decades. Quantitative data collected during the writing process has only had a place in the same research arc for mere years. If there’s some benefit to be gleaned from process tracking, for writers, readers, or both, I’m all for it.

Imagine reading a wonderful piece of prose with students and then playing back its writing process while the class watches. It unfurls character by character until it reaches the final state. Together, the class talks through the process, recognizes the effort, analyzes the word selection, revisions, and editing process. Your class recognizes the friction of creating the piece from the first keystroke to the last, which may have taken place over many minutes, hours, or days. Students suddenly see the cumulative effort of thinking and working as a process rather than just the end result. The context of hard work is both encouraging and sobering, but most of all, it helps to show the value of process, not just the product.

When he first launched Draftback, in 2015, James Somers said, “I worry that most people aren’t as good writers as they should be… they don’t realize it’s supposed to be hard; they think that good writers are talented, when the truth is that good writers get good the way good programmers get good, the way good anythings get good: by running into the spike. Maybe folks would understand that better if they had vivid evidence that a good writer actually spends most of his time fighting himself.”

Without process tracking for human writing, the example we’ll be left watching is the automated stream from the playful AI in a chat window: effortless, errorless, immediate, inhuman.

Want to play a game? It asks. No thanks, I think I’ll just write.

It’s 10 am on a Tuesday morning. Raised voices can be heard from the meeting room. “That is not how Sunil became a chef!”, a voice exclaims. “Cooking is his way to show his heritage. He learned watching his grandma and wants to start a little, authentic restaurant!” “No way. That’s not him at all.” another voice counters. “Sunil went to culinary school, and his big dream is to go to Paris and work in a Michelin restaurant.”

Two people discussing an acquaintance? Actually, that was me and a colleague learning designer arguing about a character in a scenario-based course. Whose design finally was brought to life doesn’t matter, but the argument (which we both lovingly remember!) showed that we cared deeply about the inner workings of the characters we were designing for learning.

Characters are at the heart of any well-designed story. Designing them is so much more than slapping together a name and a backstory; it’s a careful balance of psychology, storytelling and alignment with the learning goals.

When learners emotionally invest in characters, they’re more likely to engage with the content. They are interested in what characters do and say, and care about the choices they make for them in the interactive story.

So, how do we design characters that learners will care about?

Characters have wants, actions and traits

The imaginary world of your story is populated by a hierarchy of characters. Let’s start with an exploration of the elements we need to determine for each character. Top of the hierarchy is the protagonist, who is most likely the learner’s avatar in the story, so creating a connection between them is critical.

The protagonist

We need three crucial elements to make a strong protagonist:

• Their need or goal: what is their primary motivation, what is the “why” behind their actions? Do not confuse this with the learning goal. Nobody’s goal is to go forth and apply a company policy. Their goal is to accomplish a task, have a conversation about a topic, help someone etc.

• Their actions: how do they pursue their goal? The actions of a character should align with the plot, inherently led by their goal and their flow of decisions.

• Characterisation: what are their defining traits? Do not confuse traits with facts. Ages, shoe sizes and job titles do not make an interesting character. Are they impulsive or thoughtful, trusting or suspicious, assertive or passive?

The key to each of these elements is emotion. Characters who face relatable challenges, linked to universal human emotions like fear of something new, lack of confidence, overconfidence, being overwhelmed, or maintaining a friendship, resonate deeply.

Overloading the learner with detailed backstory when introducing a character is a common mistake. It is less essential than we think. While it makes sense to align our protagonist’s backstory with the envisaged learner, research shows that players identify more with a situation and the emotional turmoil a character experiences, than with them being a close replica of themselves. Instead, focus on conveying a “why”, an emotional driver, a situation and allow the learner to fill in details with their imagination. Add a layer of complexity, like conflicting desires or goals between characters, and you’ve got a recipe for drama that drives both engagement and learning outcomes.

As an example, here’s a quite typical introduction to a health and safety course, where we introduce a protagonist who is going to encounter safety hazards in the course of the action:

Laura has worked as a nurse at Starburst Hospital for five years. She is on the early shift today, but she is running late. There was so much traffic on the Southern motorway today and her little boy, Jamie, who is 4, decided to protest against the clothes she laid out for him! Definitely no time for a coffee before her shift starts. She speeds to the ward.

Ask yourself: “What is actually happening here? What is Laura trying to achieve, and what are her challenges? How do we help the learner build rapport with the nurse in their workplace context, but mainly convey an emotional atmosphere?”

In essence, this paragraph says:

“Our protagonist is a nurse, late for work, in a hurry due to traffic and domestic challenges”. Let’s rewrite this, making Laura’s lateness a personal effusion and using a strong dialogue-like expression that makes her talk to the reader.

“There goes my morning coffee,” Laura sighs as she rushes to the ward, late for her shift. “Ugh! Crazy traffic, and a non-cooperative child. What a morning.”

By using subtext and linking the character emotionally through dialogue, we infer things rather than explicitly stating them. We have indeed written less to convey more. We connect through emotions: Laura is flustered, still a bit upset, panicking because she is late and exasperated because she really needed that coffee. Now, when Laura unexpectedly encounters a spilled drink in the corridor (there’s the hazard, it’s a health and safety course!), these emotions may influence Laura and the learner’s decision to either stop and clean up or move on as her colleagues are waiting for handover.

Elements in backstory and traits that really matter for the story need to be released slowly: through flashbacks, dialogue, or actions. This gradual discovery keeps learners intrigued and invested. In case the story about the discussion between my colleague and myself did not make this clear, it is ok, even highly recommended to know much, much more about your protagonist than you will ever reveal in the story.

The antagonist: visible, invisible or friendly?

A second important character in your story is an antagonist. They can be visible or invisible – who is out to challenge the protagonist, thwart their plans or mislead them? For example, in a cybersecurity course, your antagonist is invisible – we rarely know who is sending out phishing emails, right? As a designer, we do need to imagine them though, to infuse the story with relevance and reality: what does the antagonist want, what are their actions?

How are they trying to achieve their goal? In essence, you design them just like you did the protagonist: think about their want/goal, their actions to achieve this and their characteristics. Keep in mind that this knowledge is there to guide your writing, the learner may merely see the outcomes and never even meet the antagonist at all.

The complexity in stories for learning is that antagonists are not always negative forces. Sometimes they are just ever-present co-characters. When simulating conversations, such as between a patient and healthcare provider, or a performance review talk between a people leader and an employee, the person confronting the protagonist can be defined as a “friendly antagonist”. They are not that different in their design however: friendly antagonists also have a goal, actions to achieve this goal and traits - which may not align with what the protagonist has in mind. For example, if the course aims to teach a people leader certain techniques to discuss performance, their “friendly antagonist” (the employee) will not always respond as expected and have some private goals for the conversation. Feels complex? That’s what designing human behaviour in characters is all about.

Add depth to your story with more characters

Some stories, especially more complex ones, will also have other, non-player characters (or NPCs –a common term in games) in addition to the antagonist and protagonist. These secondary characters play a supporting role in the story, and pop in and out of the narrative to add depth to the world you create, clarify situations, bring information, or introduce twists. Remember nurse Laura? What if she passes colleague Debbie in the corridor, who points out the spill, asking Laura to clean up as she herself is in too much of a hurry? This creates conflicting goals and adds drama. Or maybe Simon, a passing elderly patient, asks directions to get to radiology – creating conflict between Laura’s lateness and helping patients, her main goal at work. While less complexity is required, make sure you design those secondary characters carefully as well, thinking about goal, actions and traits –this will guide the flow of your scenes and dialogue.

Building fast recognition: using stereotypes wisely

In scenario-based learning, time is often limited, so character design needs to be sharp and focused. The goal is to create characters that learners can connect with quickly. A targeted use of stereotypes, combined with strong emotional drivers, ensures that characters feel both relatable and memorable. Think of them as narrative shortcuts: they help learners to quickly understand a character’s role or motivations. For instance, a stern mentor, a dominant manager or a compassionate caregiver can instantly set the tone in a professional learning context.

KEENTO HELP FRIENDS TRAITS

Building character believability

Learners want meaningful connections with characters, whether it’s the protagonist they embody or the NPCs that populate the world. A believable character feels autonomous - consistent in behaviour yet capable of occasional surprises – just like real humans. They need to react dynamically to the learner’s actions (choices), enhancing both realism and engagement.

Another aspect of believability is consistency in a character’s behaviour and dialogue, with occasional deviations such as an unexpected behaviour or reaction to emphasise pivotal moments in the story. It’s a precarious balance: if the level of unpredictability is too low, the learner may become bored; if the level is too high, the difficulty of the interaction may alienate them. That is where the careful writing of choices comes in.

Choices are part of character design

The protagonist – played by the learner – makes choices in the story. These choices are intrinsically linked to the character design. What the learners choose matters, but which choices they are offered matters more. Choices need to align with the character design and push believability: are they actions that align with their goal? What do the options for the learner tell them about the character: what are they capable of, what can they think and do?

Let’s return to Laura. When she encounters the spill, is she someone who thinks fast on her feet when agitated? Can we provide three options that align with who she is? Is she capable of not caring about people slipping, and just running on? The believability of the options build Laura’s character believability. This will require you to move away from straight-up multiple-choice questions that simply convey easy wrong or right. You need to present viable options that do not include simply ignoring the hazard, but still plausible reactions for Laura: e.g. she may look around for someone else to alert, do a quick swipe with her foot to remove the worst of the liquid, or grab her phone to call reception while running. If you want to learn more, my article in Dirtyword issue 5 explores the intricacies of choice design.

Conclusion

Designing characters for scenario-based eLearning is an art and a science. By focusing on emotional depth, relatability, and a balance of consistency and surprise, you can create characters that learners not only engage with but also remember after the learning ends, linking real-life behaviour to the story they played.

Whether you’re crafting a protagonist with a compelling backstory or designing an NPC that adds depth to the narrative, always remember: the best characters aren’t just part of the story, they are the story.

WANTSTO SOLVE PROBLEMS

WANTSTOBE LIKED BYEVERYONE

Looking for more story-based learning design advice, or support with interactive story design and writing?

Connect with me: https://www.linkedin.com /in/miranda-verswijvelen/

Goethe Business School

Mark Gash caught up with Magdalena Slawinska, Head of Technology-Enhanced Learning at Goethe Business School, Frankfurt, to talk Bett, AI, new tools, and old video games.

Mark Gash: Hi Magdalena, thanks for speaking with Dirtyword today. What brings you to Bett here in London, all the way from Goethe Business School?

Magdalena Slawinska: I’m here looking for ed tech solutions for my school. I always think that there’s more to do regarding processes and modernising teaching at any university. I’ve been at GBS for just 5 months now but when you enter a new workplace, you immediately notice things that could be improved.

Sometimes it’s the culture or how people deal with tasks but much of the time it comes down to needing to improve inefficient processes and many of those problems can be solved with software!

MG: And there’s a lot of software on show here at Bett. What’s the coolest tech you’ve seen here so far?

MS: Well, I already knew about Kahoot, but the way they presented the new features was really engaging. I’m also impressed with Class, a software built on MS Teams or Zoom. It’s an enhanced virtual classroom where you can track attendance, use interactive tools, pull content from your LMS to share and see what students are working on, even in breakout rooms. You can also pull individuals out for one-on-one conversations - it’s like Teams or Zoom on steroids.

MG: What are your thoughts on the data gathering capabilities of Class?

MS: Class is surely impressive, but I found the detailed AI-powered analytics, like tracking when students raise their hands or when they switch to a different app, a bit questionable.

I’m concerned about the balance between gathering data to improve classes and being too invasive. In a traditional classroom, you’re face-to-face and you’re not writing down notes like, “Alice raised her hand at 10:23 a.m.” or “Ben looked out the window twice”, you know?

MG: Yeah, there’s a lot of that being talked about here at Bett. Companies like Grammarly are releasing new AI tools that can log the process of students’ writing to try and combat the misuse of Artificial Intelligence in coursework.

MS: Reminds me of those chatbots which save and display to the human agent everything a user started typing, even if they remove it before sending. Regarding education though, we should be finding better ways to teach, not just ways to catch students out.

MG: Before heading into management, you used to teach. What made you move to tech leadership?

MS: Yes, I taught for seven years. I loved working with teenagers but I decided I wanted to be on the other side, helping the whole institution. I enjoy implementing new tools to organise things and help my colleagues. And even though I’m no longer in the classroom, I still have to teach people. I have to make sure that when I implement new tools or software, that everyone understands why and are willing to use them. Some of them are stubborn. Some of them are excited. So that enters the change management sphere. And that’s the hardest thing you’ll ever do, is trying to change people’s minds.

MG: What is your favourite tech at work, EdTech in particular?

MS: I’m interested in Learning Management Systems. The pandemic really made me rethink learning, and it showed that online learning has a big role to play in education going forward. I like to see companies develop tools that provide interesting new features and functions that you can use in your online classroom. Right now, we’re implementing Canvas, and I’m also working on building some adult learning courses on Moodle in my free time.

MG: Outside of work, what’s your favourite bit of tech?

MS: I don’t use much tech outside of work, apart from maybe Kindle – I find it remarkable I can carry a hundred books with me – but I did enjoy video games when I was a teenager. In fact, I’m really looking forward to GTA 6 - it’s been a long time coming out, but when it does, I’m going to buy a PlayStation!

MG: Ah, Grand Theft Auto was the best. Which one was your favourite?

MS: Vice City! With the crazy helicopter challenge everyone was struggling with. Great times.

MG: Yeah, Vice City had the best music, too with the 80’s soundtrack. What’s the biggest challenge you’ve faced in your current role?

MS: It’s dealing with people who are hesitant to change and improve. They’re used to doing things a certain way and can be scared of moving on.

MG: Do you think that’s typical of education as a whole? There seems to be a fear that technology, AI in particular, will be a threat to jobs in education.

MS: There might be some anxiety about the lack of skills, but I don’t think AI will put people out of jobs. We just need to learn to use it as a tool. I think AI can help make education – especially assessment – less biased. But human contact and is still important and cannot be replaced. AI is an opportunity to get rid of tiring tasks, not as a replacement for human emotions, empathy, and experience.

MG: With the recent explosion of new tech, how do you see learning evolving in the next few years?

MS: I think my job will become easier as we get rid of certain time-consuming processes, like writing emails! AI can also help with quicker content and assessment creation. This will free up time for more creative and pedagogical tasks. I would like to see education move towards shorter, more skill-focused courses and personalised learning paths.

MG: That seems to be the consensus, or at least the dream, of many in EdTech right now! Any final thoughts to share with Dirtyword readers?

MS: I think the future is bright if we embrace technology and use it to inspire, support, and connect rather than to control. We need to ensure that tech is used to empower educators and not to turn them into policemen tracking student data.

MG: Thanks for chatting with me, Magdalena, enjoy the rest of the show!

AI Hallucinations in the e-Learning Matrix

Dr. Ace Hulus chronicles Neo’s journey into the world of AI hallucinations in the Oracle’s digital kitchen. Guided by Morpheus, and under the watchful eye of Agent Smith, this bewildered e-learning student is about to learn the truth about the e-Learning-Matrix.

“I’m a kung fu expert!” With excitement, Neo reviewed the latest history lesson his AI had created. He adds, “AI research shows that ancient warriors’ deadliest skill was PowerPoint transitions, and their epic battles centred on mystical USB drives of destiny.”

“No, Neo,” Agent Smith sighed, pinching the bridge of his nose. “AI hallucinations are precisely the issue we need to address. Your AI tutor has fabricated a completely false and novel history of martial arts.”

“Have a seat,” the Oracle invited Neo, pushing a cookie across the table as the scent of baking filled her kitchen. “Let me tell you about these hallucinations…

AI can create outputs convincingly real, much like a mind dreaming within the e-Learning-Matrix, yet these outputs are ultimately unreal.

These digital fantasies, these AI-generated hallucinations, occur when the AI becomes overly creative in making connections.” A knowing smile curved her lips as she inhaled from her cigarette. “You see, Neo, AI hallucinations aren’t bugsthey’re more like accidental alternate realities AI produces. One moment you’re studying history, the next, the AI is claiming the Great Wall was built to stop time-travelling pandas. The difficulty lies in the AI’s unshakeable belief, mirroring your own.”

“But why?” Reaching for another cookie, Neo asks.

“Because, my dear,” the Oracle chuckles, “The boundaries between reality and possibility can sometimes blur within the complex neural networks of AI. Imagine a glitch in the e-LearningMatrix, but instead of seeing a black cat twice, Shakespeare writes his plays using only emojis.”

At the kitchen window, Morpheus nodded gravely. “That’s why we give you a choice, Neo. Will you take the blue pill ? And blindly accept these AI-generated stories. Or will you take the red pill ? And discern truth from falsehood in this e-Learning-Matrix. “

The Oracle, retrieving another tray of cookies, urged, “Neo, show him your homework.”

Agent Smith, eyebrow raised, peered over Neo’s shoulder as the boy searched his tablet for his homework. “That homework,” Agent Smith interjected, “about steam engines achieving consciousness and forming a union to improve working conditions - that’s the one, yes.”

Setting down her mixing bowl, the Oracle laughed warmly. “Neo, your AI tutor has quite an active imagination, you see. Now, update Morpheus and Agent Smith on your chemistry class.”

Neo shifted uncomfortably in his chair.

“Well, according to my AI tutor, the periodic table is arranged by element personality types. Apparently, Sodium is an extrovert who just wants to react with everybody.”

“Oh, and don’t forget your literature analysis homework,” Morpheus added, taking a cookie from the Oracle. He continued, “The one where your AI convinced you ‘Romeo and Juliet’ was a documentary about rival Renaissance pizzerias.”

With a twinkle in her eye, the Oracle wiped her hands on her apron. “You’re learning, aren’t you, Neo? Do you get a feeling that something’s amiss?”

Neo nodded, brushing cookie crumbs off his laptop, “My AI tutor’s explanation of cloud computing’s origin - that it was invented by meteorologists teaching clouds math - was a revelation. I realised I needed to check the facts.”

The Oracle nods and says, “These cookies are like AI answers, Neo,” indicating the various batches on her kitchen counter. “Some cookies are precisely as they seem. Some may resemble chocolate chip cookies yet offer unexpected tastes. Knowing the difference before you eat is the secret.”

With suspicion, Agent Smith carefully examined one of the cookies from the kitchen counter. “Neo, about those unexpected tastes, well ideas in your case, your recent physics homework on black holes as cosmic recycling bins needs some work.”

Morpheus watches Neo diligently take notes on his tablet, commenting, “His learning, but process

aside, his rather unconventional theory - that a breakdancing competition concluded the Cold War - needs discussion.”

The Oracle, after sprinkling flour, begins rolling out more dough, and says... “Every mistake teaches you something, Neo. Even if your AI tutor claims binary code originated with indecisive ancient philosophers limited to yes or no answers.”

The kitchen timer’s ding signalled the Oracle to turn to Neo, with an enigmatic smile on her face she notes, “Remember, choosing between the blue pill, in order to have blind trust, and the red pill, in order to have critical thinking skills, isn’t just about the choice between them. In today’s digital world, your mind remains the ultimate tool for discerning truth from falsehood in this e-Learning-Matrix”

“But,” Agent Smith says dryly, “I’m not so sure that holds true for your essay about quantum physics and interpretive dance.”

With a smile, the Oracle retrieves another batch of cookies from the oven, “Remember Neo, just as these cookies might not be what they appear, be wary of the information your AI presents. With a knowing wink, she slid the new batch closer, saying, “The truth is out there... once you can learn to tell the difference between digital fact and fiction.”

Neo reaches for one last cookie, pausing momentarily to inspect it… Perhaps there’s hope for him in the e-Learning-Matrix of AI hallucinations after all.

Dr. Asegul “Ace” Hulus holds the positions of assistant professor and lecturer in the field of computing and is acknowledged as a fellow of the Higher Education Academy (FHEA). She is a distinguished researcher and published author with expertise in the field of S.T.E.A.M., encompassing areas such as Artificial Intelligence (AI), Human-Computer Interaction (HCI), User Experience (UX) and Interaction Design, Metaverses, and Web3 (Blockchain, Digital Assets).

COOL STUFF WE SAW AT BETT...

Dirtyword exhibited at Bett London in January - if you were there, we probably thrust a copy of our special show edition into your hands. In between handing out issues and chatting to new readers, we walked the floor to see what exciting new tech we could find from other exhibitors...

THE DIRTYWORD SHOW TEAM

ADOBE EXPRESS

Adobe had a huge stand featuring a magical tunnel that sent visitors on a journey into the wonders of generative AI to promote the Adobe Express product to schools.

Delegates were given 15 minutes to prompt the software to create a text-to-image avatar that would then be printed out on a canvas tote bag to shove exhibition freebies in.

Obviously Mark couldn’t resist the challenge and knocked out a portrait of Whisper in 42.7 seconds...

LEGO EDUCATION

Sky were there with a swishy van full of cameras and teleprompters allowing visitors to become Sky News presenters, all in a bid to promote their Sky Up Academy Studios.

Sky Up Academy offers students a hands-on experience in bespoke TV studios, where they can create their own digital content, take on real-life media roles, and gain key digital skills.

With a VIP peek behind the scenes, Sky says the experience boosts creativity, communication, and collaboration - essential skills for aspiring media bods.

SENSATIONAL TUTORS

The Lego Education panel talked visitors through the various ways the world’s favourite toy could be used in schools as a tactile, STEM aid to learning.

Lucky audience members were given a cool mini-build with instructions to create 2 small dragon creatures. Then, in a nod to Primary school Biology lessons, delegates were told to disassemble the dragons and create what they thought their offspring would look like.

Of course, everyone created a differentlooking baby brick dragon and thus, we all learned about DNA and the birds and the bees.

SKY UP ACADEMY STUDIOS

SENsational Tutors hosted a panel in the Esports arena, discussing the use of gamification in SEND-centric learning.

Hosted by SENsational Tutors CEO Joanna Gibbs and featuring panelists including MindJam founder, Dan Clark, and Director of Fraser Esports, James Fraser-Murison, the talk highlighted how gaming enhances intelligence, problem-solving, and teamwork while providing a safe space for young people disengaged from traditional education.

The key takeaway? Gaming isn’t just a hobby - it’s a powerful tool for engagement, learning, and future career development.

LAMSA

Marty the Robot caught our attention on the Robotical stand, waving to us as we passed by. Marty is a customisable, programmable robot used to develop STEM skills in the classroom.

Designed to make coding childs play, there are already more than 10,000 Martys around the world, programmed by children to dance, move and interact based on coding with Scratch and Python.

Lamsa, a digital platform focused on early childhood education, was there to launch its Unified Education Framework, which aims to unite all stakeholders involved in delivering education, including funders, operators, and teachers.

Lamsa CEO, Badr Ward, expained how the framework adapts to each country’s national aspirations, curriculum, cultures, languages, and learning styles. Ward’s vision is to create a seamless integration between the classroom and the living room, where learning is both educational and enjoyable. Turn to page 32 to read our interview with Badr and find out more about Lamsa.

ROBOTICAL

Kirsty and Brittany spent the event painting a huge live mural to celebrate 40 years of Bett.

At a conference where most companies are plugging the latest ways to use AI to generate courses, copy and images, it was awesome to see the talent and effort that goes into a genuine piece of human-created artwork!

The finished mural will be donated to a school in the South-East of England.

Lewis Carr explores the hidden power of downtime in online learning.

Picture this: You’re in a training session or inside an online course. The slides are whizzing by, the questions are coming thick and fast, there are interactive activities, and even the occasional gamified element. It’s content sensory overload, and your brain is hanging on for dear life. Perhaps we’ve gone too far, have we over-engineered our training in fear of users getting bored?

Now, let’s rewind. Imagine a training session where there are quiet moments. Moments where nothing is demanding your immediate attention. Moments where your brain is left to, well…. wander off. Those "boring" moments are actually sometimes essential for real learning to happen.

Boredom: The Secret Weapon of Learning (That We Keep Ignoring)

In our crazy, always-on, WhatsApp, TikTok, MS Teams, and Slack culture, we’ve been taught that engagement is king. Dynamic! Entertaining! Doom-scrolling!

The belief is simple: If users aren’t constantly stimulated, they’re not learning.

But science, and, frankly, life, suggests otherwise. Research on boredom and cognition shows that downtime is when the brain consolidates information, makes unexpected connections, and sparks creativity.

Boredom is basically the brain’s version of buffering. It’s the space where insights emerge. It’s where an average training session turns into something that sticks.

Science says that our brain loves a good daydream.

Here’s what happens when we let boredom do its thing:

Memory Consolidation: Neuroscientists have found that when we’re not actively focused on new information, our brain replays and organises what we’ve already learned, moving it into long-term storage. (So yes, staring blankly out of a window after a training session is technically learning.)

Creativity Boost: Studies show that people who experience moments of boredom before tackling a problem tend to come up with more creative solutions. Why? Because when the brain isn’t overstimulated, it starts making connections between seemingly unrelated things. (This is why all my best ideas happen in the shower.)

Deeper Understanding: Cognitive overload is real. When we’re constantly engaged, we don’t have time to process information properly. Boredom creates that crucial breathing space for deeper learning to happen.

As a sector, we often pack training courses with everything; microlearning, simulations, tutor sessions etc. Learning Platforms have leaderboards, AI tutors, animated avatars, badges, and engagement tools. We assume that if employees look busy, they must be learning.

But here’s a radical idea: Let’s keep all this funky stuff, I’m not saying get rid of it, but what if we designed training with intentional moments of boredom? What if we embraced silence, let people think, and gave them time to reflect instead of just consume? Maybe finding that balance is key to better e-learning.

EMPLOY DIVERSE COGNITION

Trevor Garrett offers survival tips from Mother Nature

Your history spans billions of years and covers epochs of mind-bending diversity, driven by competition for resources and the will to survive. Over this time, nature has experimented with countless ideas, enabling various life forms to overcome immeasurable challenges. Most ideas failed, but those that succeeded sparked massive success, validated by population explosions and widespread adaptation.

For our early ancestors, success or failure depended not only on genetics but also on rudimentary decisions: walk this way, run, hide, kill that, eat this.

Today, life is far more complex. Decisions are now governed by social norms, personal priorities, corporate goals, public policies, and physical rules. We learn to navigate boundaries and operate within them so that everyone can enjoy productive, progressive lives.

But do these boundaries really allow us to live progressively? Or does the very nature of operating within restrictions conflict with the essence of life and progress?

Nature certainly rebels. She cares nothing for social norms or whether you’ve spent hours perfecting your garden. If a plant can grow between your paving slabs, it will.

To rebel, in this instance, means pushing beyond the norm to progress. Nature’s diversity thrives under pressure because it is these pressures that force through energetic and genetic quirks, leading to the emergence of something new. Nature throws everything she has at a challenge until something works. She does not restrict herself to tried-and-tested methods to move forward.

In other words, we must think beyond traditional approaches to solve problems. Although we cannot rely on nature’s assistance, we can adapt to her approach: by embracing diversity.

It’s common knowledge that diversity in the workplace is crucial for a company’s progress. It enables teams to examine a problem from multiple perspectives before making and implementing decisions.

However, workplace diversity often focuses on race, gender, age, professional backgrounds, and qualifications - important factors, no doubt, and ones that nature would endorse.

Yet nature does not stop there. Nature employs every tool available, whether relevant or not. This is her great secret, exemplified through “adaptive radiation” - the evolutionary discovery of a single species diversifying into many by exploiting available niches, as seen with the Galápagos finches1

Ask the Australians how powerful nature’s approach can be. For decades, they have been locked in a continuous battle against uncontrolled diversity, to prevent the transport of invasive seeds, plants, and animals into their country2

They know well the threat posed to indigenous species by the inclusion of external life forms into their ecosystems3

And how does nature respond?

If a species cannot enter Australia by plane (although many do), it will hitch a ride on ships, blow in on weather thermals, float ashore, or rely on seeds transported in the stomachs of birds4,5,6. Nature’s solutions are endless and unconventional. This is her version of cognitive diversity.

Learn this: nature rebels by thinking differently. The need to make decisions today is as vital as it was thousands of years ago. However, the challenges we face today are infinitely more complex.

Like species in nature, companies come and go, and a company’s survival depends on the breadth of its approaches to problem-solving. A broader scope means better-informed decisions and a greater ability to adapt to ever-changing landscapes.

Diversity brings options, and options bring progress. You must bring as many options to the table as possible when addressing the challenges you face. To fully harness this potential, you need to embrace unconventional approaches to diversity, enriching your cognitive strategy in the process.

Gone are the days when teams of “know-it-alls” ruled progress. Instead, employ “learn-it-alls.” Recognize the value of cognitive diversity and unconventional thinking. This recognition will lead to success for your organization - and, by extension, for your customers.

Rebel.

Intentionally hire people who approach challenges differently and encourage them to enrol in e-learning courses that go beyond their immediate roles. E-learning empowers your team to explore new perspectives and acquire skills they might never have considered, whether cross-discipline, cross-industry, or cross-cultural. These resources enable your team to learn in unconventional ways, equipping them to tackle challenges you could never have anticipated.

When teams diversify their learning, they bring fresh, alternative viewpoints to your challenges - unlocking new paths for innovation.

Evolve into a culture of “learn-it-alls” and embrace the significance of expanded cognitive capacity when making decisions. Like nature, empower your team to bring a substantial number of ideas - some unconventional - to the table. Then step back and watch as informed decisions emerge and evolve into tangible progress.

Give yourself and your team the tools needed to find solutions essential for your company’s growth and survival. How strong is your will to survive? Adapt, evolve, and thrive with diverse cognitionenabled by e-learning.

1. Lack, D. (1947). Darwin’s Finches: An Essay on the General Biological Theory of Evolution. Cambridge: Cambridge University Press.

2. https://www.agric.wa.gov.au/biosecurity-quarantine/ quarantine/importing-western-australia

3. https://www.dcceew.gov.au/environment/invasive-species

4. Seeds attached to refrigerated shipping containers represent a substantial risk of nonnative plant species introduction and establishment, Rima D. Lucardi et al, Scientific reports. 10, Article number 15017, 2020.

5. How do invasive species travel to and through urban environments? Ashlyn L. Padayachee et.al, Biological Invasions, 19, 2557-3570, 2017

6. Interactions between seed traits and digestive processes determine the germinability of bird-dispersed seeds, Erik Kleyheeg et.al. PLoS Oner. 13(4), 2018

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.

Lamsa’s Badr Ward says it’s time to come together.

Badr Ward doesn’t just enter a room; he arrives, his signature bow tie a bold proclamation that here is a man with something important to say. This isn’t just about fashion; it’s a statement of intent, a visual cue that signals the innovative and disruptive force within the world of education.

Badr Ward is the CEO of Lamsa, meaning “touch” in Arabic, a learning platform focused on early childhood development for 2 to 8-year-olds, and delivering interactive content and tools for educators to over 20 million learners.

Ward’s journey into educational technology was predestined; his mother started a movement in Saudi Arabia to bring education to deprived children, and his father occupied a senior position at IBM. Badr was raised with the notion of using technology for the greater good but it wasn’t until he became a father himself that the opportunity presented itself.

Lamsa wasn’t born in a boardroom but from the frustrations of a parent. When his son, Adam, started kindergarten, the teacher quickly labelled him ADHD. Ward, with his wife, an educational researcher, knew that Adam’s issue wasn’t a learning difficulty but the opposite: he was a super-fast learner. This experience was a revelation for Badr, highlighting a critical flaw: teachers, often burdened by limited resources and training, struggle to personalise education. As Ward passionately states, “The issue was not Adam; the issue was their diagnosis of Adam.”

Instead of accepting the diagnosis, Ward and his wife didn’t complain; they acted. With a purposeful energy that could only be manifested through wanting to help their child, they created

tools and resources for the teacher to engage Adam, proving that personalised learning could transform a child labelled as a problem into a teacher’s favourite student. This small-scale experiment, born in their garage, was the spark that ignited what is now known as Lamsa. The initial R&D phase wasn’t just about testing an idea; it was a mission, and the results spoke volumes about the effectiveness of their approach.

From Garage to Global Impact

What began as a family project soon scaled, reaching over 20 million learners in over 20 countries within a decade. Ward speaks with an infectious enthusiasm, his hands gesturing emphatically as he describes Lamsa’s explosive growth. The COVID-19 pandemic became a pivotal moment, exposing the fragility of educational systems, particularly in early childhood. Governments, scrambling for solutions to deliver and sustain learning outcomes, turned to Lamsa. This wasn’t just a business opportunity; it was a call to action. Ward described this as a “surgical” intervention that revealed what was “under the hood” of the educational system, his voice filled with the urgency and determination of someone who had seen the inner workings of a broken machine.

A Bold Vision for Change

The lessons learned from deploying an online platform across multiple countries where balancing the needs of children with the frustrations of teachers and the red tape of bureaucracy have all led to Lamsa’s ultimate response - the development of the Unified Education Framework, a system designed to bring together funders, operators, and deliverers (teachers). This framework aims to ensure efficient methods and

outcomes, apply effectiveness, and empower teachers. It integrates the classroom and the living room, fostering a cohesive approach to child development. Ward leans forward when he speaks about this framework, his eyes gleaming with the conviction that this is the solution the world has been waiting for.

He emphasises that “there’s no one-size-fits-all in this situation” and that the framework is adaptable to different countries’ national aspirations, curriculum, cultures, languages, and learning styles. His years of experience dealing with global governments across all levels of education are evident in the confidence he exudes as he presents his vision for the future.

AI as an Enabler Lamsa is an AI-native platform, and Ward’s excitement about this technology is contagious. He explains that they invested in AI and data science before it became a mainstream topic, building their own algorithms and data sets from working with millions of children. This early investment allows Lamsa to optimise and personalise learning experiences effectively. AI tools empower teachers, reducing their admin time by up to 50% and allowing them to focus on teaching.

The use of AI is not intended to replace human educators, but to empower them, especially with young children. With a rhetorical flourish, Ward asks, “Would you prefer the child spending more time talking to an empowered educator? Or talking to a machine?”, the answer obvious in his tone.

Challenges and Future

The biggest challenge, according to Ward, is shifting mindsets at the governmental and leadership levels. While speaking about this, his manner changes slightly, he becomes more earnest because he knows the importance of buy-in from the highest levels. Teachers are agile and ready for change when supported, but leaders must be assured that technology is an enabler, not a replacement. Ward stresses the need to create a seamless integration between the classroom and the living room to ensure that learning is engaging and relevant to children. This means understanding the intersection between pedagogy, creativity, and innovation. With Lamsa reaching only 1% of the world’s 2 billion children in the relevant age group, the goal is to scale further. The Unified Education Framework is a step towards ensuring that all children, regardless of location, have access to quality education. With a determined nod, Ward declares, “We have 99% more to go.”

Turning Dust to Magic

Ward also has a passionate message for e-learning developers and designers. Drawing on an old proverb, he says, “An idea can turn from dust to magic depending on the talent it rubs upon”. With a grinning nod towards the slogan on my Dirtyword t-shirt, he agrees that in its current state, “e-learning sucks” and that it is time for instructional designers, game designers, artists, animators, and musicians to “come together, bring all of our talents and rub shoulders to make ideas turn from dust to magical learning experiences for children”.

A Future of Educational Empowerment

Badr Ward’s vision for Lamsa is clear: a world where education is unified and where technology is used to empower both teachers and students, creating a future where all children can reach their full potential. It’s a future he’s not just hoping for; he’s actively building, and he wants us all along for the ride.

Find out more about Lamsa at lamsa.com

SAY HELLO

We’ll be doing interviews on the stand and want to see as many of you there as possible to hear about your innovations, experiences and expertise for inclusion in a future issue of Dirtyword. If you want to book a slot to chat to us at the show, email the team info@dirtywordmag.com

Lewis Carr questions whether years of accessible eLearning will be our undoing in the age of AI

For the last decade, the eLearning industry, and the internet in general, has increasingly prioritised accessibility and ease of use for designing courses that cater to a broad audience. We have strived to make learning modules simple, intuitive, and compliant with best practices in instructional design. The result? Click-next eLearning: standardised, predictable, and often uninspiring digital courses that require minimal engagement from learners.

But now, with AI-powered tools like ChatGPT Operator, we may be witnessing the unintended consequences of our own approach. What happens when learners can bypass the system entirely, using AI tools like Operator to complete assessments and modules without actually engaging with the material? Are we on the verge of an existential crisis in corporate training?

For those of you who don’t already know, Chat GPT Operator is an AI that uses a web browser and performs tasks for you. Like booking a flight, searching for concert tickets to see Oasis, or indeed, completing your Fire Safety Training course.

The Rise of AI-Powered Learning Shortcuts

Generative AI tools can summarise content, answer assessment questions, and even simulate human interaction with learning modules. A learner faced with a mandatory compliance course, for instance, can simply copy and paste text into ChatGPT and receive perfectly structured responses. In many cases, they don’t even have to read the content, they just need to know how to prompt an AI tool effectively.

This reality exposes a fundamental weakness in traditional eLearning design: most courses measure completion, not comprehension. When the primary measure of learning is “click next” progress tracking and a multiple-choice quiz, AI can complete the course as well as (or better than) a human.

The Illusion of Learning

For years, instructional designers have equated accessibility with simplicity. While it’s crucial to create inclusive learning experiences, the overemphasis on easy navigation and standardised content delivery has resulted in:

• Minimal cognitive effort required from learners

• Predictable assessments that AI can easily game

• A focus on compliance over actual learning outcomes

Many corporate training modules were already ineffective, AI just exposes how little learning actually occurs in these environments. When ChatGPT Operator can complete eLearning as well as (or better than) your employees, it’s clear the system is broken.

What Needs to Change?

If the goal of corporate training is real skill development, engagement, and behavior change, then eLearning must evolve beyond static, linear modules. Some potential solutions include:

AI-Resistant Learning

Design: Instead of multiplechoice questions and rote memorisation, leverage scenariobased learning, problem-solving exercises, and open-ended tasks that require real thought.

Social and Experiential

Learning: Introduce group discussions, peer reviews, and interactive workshops where AIdriven shortcuts are ineffective.

Adaptive Learning Paths: Use AI not just as a tool for learners but as an enhancement for instructional design, creating personalised and dynamic learning experiences that adjust in real-time based on learner performance.

Gamification and Active

Engagement: Challenge learners with immersive experiences, competitive elements, and rewards that require active participation.

The Future of eLearning

in an AI-Driven World AI isn’t going away, it’s only going to get more advanced. The question isn’t whether learners will use AI tools; it’s how we design learning experiences that make AI an asset rather than a loophole. Corporate training needs a radical transformation, moving away from passive eLearning and towards dynamic, meaningful education that AI can’t complete on behalf of the learner.

If we fail to adapt, we risk rendering much of corporate eLearning obsolete, allowing AI to expose just how ineffective our traditional methods have been all along.

Do or DEI?

Mark Gash discusses the dangers of Diversity-Equality-Inclusivity-washing in your e-learning.

I was recently criticised on a client e-learning project for including a fictional avatar showing a woman of colour wearing a pink sweater.

Apparently, one of the learners who had undertaken the online course, said that they worked with a real-life woman of colour who would never wear a pink sweater; therefore our avatar was offensive. The avatar wasn’t supposed to represent a real person and as far as I know, there are no laws preventing women (let alone AI-generated women) of any skin colour from wearing pink sweaters. I would argue that for some unknown personal reasons, the woman was offended by the avatar but that it isn’t actually offensive. Semantics make all the difference.

Either way, I defer to Stephen Fry’s famous quote, “It’s now very common to hear people say, ‘I’m rather offended by that.’ As if that gives them certain rights. It’s actually nothing more... than a whine. ‘I find that offensive.’ It has no meaning; it has no purpose; it has no reason to be respected as a phrase. ‘I am offended by that.’ Well, so fucking what.”

My anecdote aside, there is definitely a tightrope to be walked when considering the use of diverse characters in your e-learning. You might think that throwing in representations of people of different races, religions, body types and tastes in fashion is going to score you some points with your client and audience - but it isn’t quite that simple and there’s always somebody waiting to be offended.

Despite your good intentions - or perhaps no intentions if you were just looking for a filler image to make a nice background (tut-tut) - when it comes to e-learning, every image and every character has the potential to derail the story you’re trying to tell and piss somebody off. And of course, all e-learning should tell a story - it’s what gets the elusive buy-in and engagement from your audience and progresses them through to the final screen. But what happens when the story an organisation tells in its training courses doesn’t quite match reality?

Should characters in online learning reflect the actual workforce, or should they project an aspirational vision of diversity, equity, and inclusion (DEI)? Or to put it another way, if nobody in the organisaton wears a pink sweater, but you think more people in your office should rock pink sweaters, should you include pink sweater-wearing characters in your e-learning?

Little White Lies

Imagine sitting down for an onboarding course at a new job. The training videos and e-learning modules are filled with a vibrant, multicultural mix of people of all ages, ethnicities, genders, and abilities. The visuals scream inclusivity. But then you walk into the office for the first time and see a sea of white, middle-aged men in suits. The contrast is jarring. False advertising, or just forward-thinking branding? Many organisations struggle with this exact issue. They know diversity is good for business, that it fosters innovation, and that it should be reflected in learning content. But what if, despite their best efforts, their workforce remains homogenous? Is it better to be truthful about it, or depict the team they wish they had?

Truth vs. Aspiration

There’s a fine line between representing an inclusive future and misrepresenting the present. Showing diverse characters in e-learning could help shape an inclusive culture, encourage diverse applicants and set the tone for change, however, it’s misleading to present an organisation as more diverse than it actually is.

From a DEI perspective, aspirational representation makes sense - it reinforces the

importance of inclusivity and normalises diversity. But from an authenticity standpoint, organisations risk being called out for ‘diversity washing’ - the corporate equivalent of virtue signaling.

Can an Image Be Offensive?

Let’s flip the question. If an organisation’s workforce genuinely lacks diversity, would showing that reality in e-learning materials be offensive? Or does offense come from the viewer’s interpretation of what they see?

In today’s world, there’s always someone waiting to dissect and scrutinise a piece of online content, looking for any opportunity to take offense at imagery that doesn’t fit their expectations of DEI. But if a company simply presents the truth - say, a training course featuring mostly white, middle-aged men because that’s who actually works there - is that inherently offensive? Or is it just an uncomfortable reality?

The truth itself isn’t offensive, but the implications of that truth might be. An all-white, all-male workforce is not a crime, but it can be a symptom of deeper issues. When people take offense, they’re reacting to what that truth represents - a lack of effort toward inclusion, systemic barriers, or a sense of exclusion. But should an organisation be held accountable for failing to fabricate diversity, or should it be accountable for failing to achieve it?

Get Your Juggling Balls Out

The best approach is to find a balance between authenticity and aspiration. Here are some key considerations:

Context matters: If the training is meant for internal employees, it should reflect the reality of the workforce while also incorporating aspirational elements. If it’s public-facing, showcasing diversity can help attract a broader audience and set the tone for inclusivity.

Use avatars & illustrations creatively: Instead of relying solely on stock photos of ‘diverse’ office teams, consider using custom avatars, illustrated characters, or abstract representations that sidestep the authenticity trap while still reinforcing inclusion.

Own the narrative: If an organisation is actively working toward diversity, acknowledge that journey. A simple statement in training materials - “We’re committed to building a more diverse workforce and reflecting that in everything we do” - can add transparency.

Avoid tokenism: Slapping diverse images into a course without real commitment to DEI can feel disingenuous. If an organisation wants to project a diverse image, they need to be diverse in reality.

So - Do or DEI?

E-learning professionals have a responsibility to create training materials that are both honest and inspiring. An organisation shouldn’t be afraid to represent itself truthfully, but it should also be mindful of what that truth says about its commitment to DEI. The best approach is to acknowledge where they are, while striving for where they want to be.

Should online courses depict the truth or an aspirational vision? The answer, as usual in these debates, is: both. Acknowledge the present, work towards the future, and make sure your e-learning visuals reflect progress, not just optics. After all, DEI isn’t just about looking diverse - it’s about being it.

How long is a piece of string?

Sam Harold gets his ruler out to measure the perfect course length.

I speak to you all from my perspective as a professional, working under great designers and scriptwriters under the umbrella of elearning, and if there was a question I have heard more than any other it goes exactly like this:

“How long should my elearning be?”

I have also heard hundreds of variations of it. How many pages should it be, how many words, how many interactions, etc…

We are human. To measure is a defining characteristic of that humanness. We want to turn the concepts within our minds, into concrete immutable facts. Cold and brutal numbers and measurements are what our logical minds want to see.

But they are not the way we learn information.

Learning and development is a process that belongs to the child-like parts of our mind. As we grow older, and absorb more information, we can lose sight of that beneath the mountains of essential information we require, on a day-by-day, month-by-month basis. But beneath all of us, remains a child with an imaginative perspective and a desire to learn.

But to keep us out of a tangent, why do I present this revelation to you? The reasoning is simple. Children do not learn by the clock!

We may forget this due to the years of education that skill us up to the busy, time requirements of our modern industrial society, but keeping to a time is a skill, not learnt information!

For children to learn the knowledge they require to become mature, developed adults, they must go outside of the classroom and continue their learning in the world of their own control.

By asking ourselves how long learning should be, we are creating artificial barriers to the essential and immovable processes of learning. Self-direction and motivation.

The length of our learning material can not be determined from an external, top-down perspective. How long is a piece of string? Well it is cut to fit, so to speak. The length of learning is informed entirely from the breadth of its subject matter, and the depth of its content.

It would be miraculous if we could ascertain a universal constant to these subjects, and whilst there no doubt exists some scarily accurate estimates (just ask AI for its opinion!), the purpose of these estimates can only be to guide, for it is the nature of an outlier to exist beyond that which is considered normal.

If we want to pursue excellence, it requires us to let go of the tracks and navigate our scriptwriting the way children approach learning. With self-direction, and motivation.

If we find ourselves reaching the limits of our chosen subjects, the time it takes us to reach that destination should bear no mark against the merit of its content! It is the excellence of engineering to achieve a desired result in fewer steps.

The best way to achieve this is to put the limitation of time upon ourselves.

Ask not, how long your elearning should be, ask instead, how long you have to prepare it!

By approaching our script writing from this perspective, we find ourselves better able to rationalise and judge what is and is not sufficient. What can be taken, and what can be expanded?

We know we have achieved perfection, not when we have nothing to add, but nothing to take away.

As specialists, our inner worlds are littered with knowledge and expertise. To capture that experience within a condensed period of time is a marvel.

Like a superhero, your knowledge comes to the rescue and enriches us with wisdom. But it is no substitute for the lifetimes spent on such endeavours!

We should focus our efforts as eLearning designers on providing the foundational steps to ‘skill up’ the next generation of specialists. Whether you are the developer or the teacher, let the learning size itself and leave becoming an expert to the students who will take your knowledege and build on it, regardless of its length.

The Day the Screens Went Dark: A Chronicle of Learning in the Offline Age

Media Lecturer Hannah Greenwood imagines a world where digital tech blinks out of existence.

Day 1: First Day Back in Class

The hum is gone. My 9am lecture on Laura Mulvey’s Male Gaze theory is… happening. Sort of. No PowerPoint, no JSTOR. Just me, a whiteboard marker, and 20 bewildered faces.

It’s like teaching in the Stone Age, only the students wear hoodies.

The library is bedlam - a surge for physical copies. The photocopier is smoking. I feel a mix of panic and excitement. Like we’ve escaped a digital prison, but forgotten where the exit is.

The Great Disconnect

It happened without warning. One minute, the world was connected. The next, static. Every screen went blank. A collective gasp echoed, followed by stunned silence, then chaos. Governments crumbled, networks collapsed, and the global economy teetered.

For six months, panic reigned. In education, it was pandemonium. LMSs became relics, online libraries vanished, and digital learning crumbled. We were left scrambling, academics adrift in a sea of useless technology. The digital umbilical cord had been severed, yet young people still needed an education. Schools, colleges and universites used to deliver classes without screens, the internet, Google and ChatGPT - could we do it again? Or had we become too reliant on tech?

Day 14: The Scramble for Resources

The shock is fading, replaced by a desperate search. Library staff are celebrities, fielding requests like rock stars. I’ve discovered dusty archives, a trove of forgotten journals and primary sources.

We’re improvising, sharing photocopies, rediscovering note-taking. The students, surprisingly, are adapting. They’re grumbling, but engaging in discussions like never before.

Month 2: The Great Paper Chase

The novelty has worn off. The library has a daily queue longer than the initial run on the banks the day the screens faded. My lectures are performance art, complete with dramatic readings and impromptu debates.

Handwritten essays are back, my wrist permanently cramped. Plagiarism is interesting. No Turnitin, so it’s back to the eyeball test. The upside? I’m getting to know my students through real conversations.

Month 3: The Analog Uprising

The college is adapting. We’ve unearthed old projectors. The art department is running workshops on creating visual aids by hand. We’re rediscovering calligraphy. The campus feels different. Slower, quieter, more focused. There’s a sense of shared struggle.

Month 6:

The Renaissance of the Real

We’ve rediscovered the joy of physical books, face-to-face discussion, and the sheer bloodymindedness of learning. Guest lectures are back. The drama department is running public speaking workshops. Student societies are booming – book clubs, debating teams, even an ironic quill and parchment society! There’s a tangible sense of community. We’re learning to learn again, in a human way.

Year 1: The Found Generation

The first year has been challenging. Research is slower, collaboration harder, global communication near-impossible. We’ve lost some digitally native students. But we’ve gained another generation – one that can think critically, solve problems creatively, and engage with the world beyond scrolling. The focus has shifted from information access to information processing. We’re teaching thinking, not just Googling.

Year 2:

The Re-Emergence of Craft

Students are rediscovering forgotten skills – woodworking, metalworking, bookbinding. Art studios overflow with creativity, as students explore traditional mediums. There’s a renewed appreciation for craftsmanship, for the tangible. We’ve started a college newspaper, printed on a real printing press! It’s messy, imperfect, but real.

Year 3: The New Normal (and the Old Wisdom)

The internet is a distant memory. We’ve rediscovered old technologies – darkrooms, microfilm, Tip-ex. We’ve also developed new ones – improved audio-visual aids, physical models, collaborative workspaces. The pace of life is slower, more deliberate. There’s more time for reflection, for deep learning. Technology is a tool, not a substitute for human connection, critical thinking, and discovery. Sometimes, the best way to learn is to switch off, look up, and engage. The screens may be dark, but the minds are brighter.

Year 5:

The Seeds of a New Future

We’ve come far. The panic is gone, replaced by quiet confidence. We’ve built a new educational system, one that values human interaction, collaboration and the pursuit of knowledge. Our graduates are different. They’re not just tech-savvy; they’re life-savvy. They can solve problems with their minds, communicate effectively, and are adaptable, resilient, and deeply engaged. We’ve planted the seeds of a new future, where learning is once again a human endeavor, not a digital transaction.

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