Is AI doing more harm than good in the learning space? This is a question many are asking, especially given how easy it is to generate all types of content in mere seconds. AI-generated materials have raised serious concerns about inaccuracy, copyright infringement, and mediocre quality of the outputs. These concerns are particularly relevant when we talk about digital learning, which inherently involves using technology to support training and education.
This does not mean we should disregard AI in learning completely, as it can be a value-adding tool in ways that are, quite literally, unprecedented. In this article, we will explore three ways in which AI is positively disrupting digital learning, and how we can harness its power to create more engaging and effective learning experiences.
When designing a classroom learning experience, a crucial part of the process is ensuring that the learning materials are engaging, captivating, and visually appealing. While making the materials engaging and captivating is part of an instructional designer’s job, as they have subject matter expertise and a thorough knowledge of the audience and learning strategy, the ‘visually appealing’ aspect is where AI can be particularly helpful.
AI is better suited to assist with 'content hygiene' tasks, such as how content looks, its formatting, and presentation. Much like a wonderfully plated dish is perceived as tastier, a skilfully created presentation can make or break a learning experience. This translates into graphically pleasing colour combinations, attention to the amount of text on each slide, and choosing the most appropriate fonts and designs to complement, not detract from, the learning content. While some graphic design skills would help, sometimes the time crunch just doesn’t allow for fancy-looking materials. Fortunately, Gen-AI integrated tools can now do exactly that, allowing our focus and attention to go to the research and development phase.
More time for an instructional designer to work on a project means more opportunities to ensure the content is tailored to the audience and more time to gather materials from reputable sources, and verify their accuracy. It also allows for a better alignment of the learning experience and outcomes with the overall learning strategy.
One of the key concepts in the L&D space is “know your audience,” which refers to tailoring the learning experience to the audience that will experience it. This typically includes a Training Needs Assessment (TNA), which can be carried out in various ways, such as conducting preliminary interviews or asking respondents to fill out a questionnaire and analysing the responses. Much like social media algorithms that categorise the content users watch and propose similar media, AI embedded in learning platforms can now analyse a person's interests and preferences, alongside their activity history, to recommend personalised learning. By integrating this data with a people management platform or a manually populated profile, we can create a more seamless learning experience and a learning ecosystem where each element complements the other, retaining and stimulating the learner's attention.
According to Microsoft,
"An agent takes the power of generative AI a step further, because instead of just assisting you, agents can work alongside you."
[1] https://news.microsoft.com/source/features/ai/ai-agents-what-they-are-and-how-theyll-change-the-way-we-work/An AI agent, when integrated with a learning platform, or even on its own, can guide users towards practical steps for furthering development. It knows the skills you have, the skills you desire, and the skills you are focusing on. Learners can have personal conversations about their career aspirations and development. For example, AI can help learners understand how to tackle a learning goal by breaking it down into its components, outlining small actionable steps to take, and recommending materials to help them achieve their objectives. And this is where it gets very interesting. Studies are emerging that examine the interaction between humans and AI, and how the use of “personal pronouns, positive language, and conversational skills of AI may start creating trust-forming behaviours” [2][3] and a parasocial relationship. When combined with a learning experience and platform, this results in a positive and maximally enhanced experience for the learner.
In short, AI is not necessarily doing more harm than good in learning, but it is an asset to enhance and complement our work. As long as we use it wisely and avoid relying on it for tasks that require judgement, in-depth research and subject matter expertise, AI can be a valuable companion in digital learning driving greater results and distinctive outcomes for learners.
This article was written by Martina Camilleri, Senior Associate within the Human Capital team
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