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!