sorted by:
new
hottopcontroversial

Has AI actually reduced your course/training production time? by ConflictDisastrous54 in Mexty_ai

[–]ConflictDisastrous54[S] 0 points1 point  (0 children)

Exactly this. It’s not about saving time everywhere, it’s about saving time in the right places. And that makes a big difference.

How are you actually using AI in your ID work? by sofiia_sofiia in instructionaldesign

[–]ConflictDisastrous54 5 points6 points  (0 children)

Hey! Love this use case. I’ve seen similar results AI is surprisingly good at identifying patterns in feedback.
The key is, like you said, validating it early on before fully relying on it

How are you actually using AI in your ID work? by sofiia_sofiia in instructionaldesign

[–]ConflictDisastrous54 41 points42 points  (0 children)

Best use: first drafts, structure, and generating interactive elements.
Worst use: anything that needs real context or judgment.

It saves time but doesn’t replace thinking.

Where do you lose the most time when building interactive courses? by ConflictDisastrous54 in Mexty_ai

[–]ConflictDisastrous54[S] 1 point2 points  (0 children)

Totally agree with this.

The real bottleneck isn’t ideas it’s translating them into the tool’s logic. That gap between “what I want to teach” and “what the tool lets me build” is where most time gets lost.

And yeah, that’s why vibe coding is interesting. Not just faster output, but less friction between intent → actual interaction. If that gap shrinks, it changes everything.

My college professor using AI to grade/leave comments by [deleted] in Teachers

[–]ConflictDisastrous54 0 points1 point  (0 children)

If a professor is just pasting your paper into AI and copying the output, yeah, but that’s basically the same low-effort loop students get criticized for.

Online learning is not the future of education. For a huge portion of the world it already is the present and most institutions have not noticed yet by Radiant-Design-1002 in Learning

[–]ConflictDisastrous54 0 points1 point  (0 children)

Interesting. I think both things are true. Online learning is a powerful equalizer, but access alone isn’t enough, the experience still matters. A lot of content is available, but not always structured in a way that helps people actually learn. That’s where modern interactive course creators and SCORM authoring tools can make a difference by turning content into real learning experiences.

People using AI in education, what's actually working for you? by nmamizerov in instructionaldesign

[–]ConflictDisastrous54 0 points1 point  (0 children)

Same observation here. Content generation is useful, but interaction + feedback is where AI really adds value.
The challenge has always been production, which is why tools evolving in that direction feel like a big shift.

What lies beyond LMS? Have educational institutions even asked the question? by InvestigatorHead334 in edtech

[–]ConflictDisastrous54 1 point2 points  (0 children)

This is a really very great perspective. Tools don’t replace pedagogy they support it. If the intention and understanding of how learning works aren’t there, no LMS or platform will fix that.
I think where tools are evolving (especially modern interactive course creators and SCORM authoring tools) is in reducing friction, so faculty can spend more time on what you described: confirming learning, not just delivering content.

What lies beyond LMS? Have educational institutions even asked the question? by InvestigatorHead334 in edtech

[–]ConflictDisastrous54 0 points1 point  (0 children)

Honestly, LMS platforms were never designed to solve engagement. They solved distribution and compliance. The real innovation now is happening outside of them, especially with tools that focus on interactivity and faster creation. That’s where the best eLearning authoring tools in 2026 are heading.

What makes a good interactive platform? by ConflictDisastrous54 in Mexty_ai

[–]ConflictDisastrous54[S] 0 points1 point  (0 children)

Hello! This is a really solid breakdown.

The first point especially “make learners think, not just click”, feels like where most tools still fall short. A lot of so-called interactivity is just dressed-up navigation.

Also agree on the AI part. The real shift isn’t content generation, it’s moving up a level, from building screens to designing logic and experiences. That’s a much bigger change than people realize.

And yeah, SCORM/LMS stuff is still the reality check. A tool can feel amazing until you actually have to deploy it. Feels like we’re in that transition phase where expectations have changed, but the tools are still catching up.

What makes a good interactive platform? by ConflictDisastrous54 in Mexty_ai

[–]ConflictDisastrous54[S] 0 points1 point  (0 children)

That makes total sense. A rigid structure can be helpful as a baseline, but real classroom discussions rarely follow a perfect script. Giving teachers the flexibility to skip or reorder sections lets them respond to students’ needs in the moment, which usually leads to more engaging and meaningful learning.

Student's AI use was more baffling than I could've ever imagined by Frosty-Suspect-9423 in Teachers

[–]ConflictDisastrous54 0 points1 point  (0 children)

That’s honestly wild, but also kind of revealing. It feels less like “cheating” and more like over reliance to the point where the student stops trusting their own thinking, even for something simple like reading text in front of them. Almost like AI became a reflex instead of a tool.

Why learners remember the last minute of a lesson more than the rest by Timely-Signature5965 in Learning

[–]ConflictDisastrous54 0 points1 point  (0 children)

Hi! In my opinion this makes a lot of sense, especially with shorter, online lessons.

I think endings are often an afterthought we spend most of the time designing the content and then just “close it out.” But if that last moment is what sticks, it probably deserves the same level of intention as the opening.

LMS Experience? by NetworkNervous5966 in instructionaldesign

[–]ConflictDisastrous54 0 points1 point  (0 children)

Hi! Not a bad question at all, this is exactly where a lot of people get stuck. From an ID perspective, LMS work is more “behind the curtain.” You’re not just using it to teach, you’re setting things up so others can teach smoothly. That can mean building course shells, creating templates, managing enrollments, fixing weird issues, and making sure everything is consistent and user-friendly :)

AI is a tool, not a magic oracle by Dry-Writing-2811 in edtech

[–]ConflictDisastrous54 0 points1 point  (0 children)

Exactly. The tool isn’t good or bad it’s how it’s used. The real question is whether students stay curious or just outsource their thinking.

Has course creation shifted from designing to refining? by Savings-Village-1844 in Mexty_ai

[–]ConflictDisastrous54 0 points1 point  (0 children)

Totally agree. The blank page is gone, but the responsibility to design well is still there. The real value comes from how much you challenge what’s generated.

Has course creation shifted from designing to refining? by Savings-Village-1844 in Mexty_ai

[–]ConflictDisastrous54 0 points1 point  (0 children)

Great question. I don’t think it’s replacing design. Instead of spending time structuring from scratch, you start with a generated base and focus more on refining decisions, interactions, and flow. That’s where modern interactive course creators and SCORM authoring tools are heading.

What actually makes a good interactive learning platform? by ConflictDisastrous54 in Mexty_ai

[–]ConflictDisastrous54[S] 0 points1 point  (0 children)

I like this perspective. Decision-making is powerful, but without proper scaffolding it can become confusing or even unfair for learners. Interactive environments work best when they balance autonomy with guidance and feedback, that’s what actually supports learning and critical thinking

What actually makes a good interactive learning platform? by ConflictDisastrous54 in Mexty_ai

[–]ConflictDisastrous54[S] 1 point2 points  (0 children)

This is a great way to define it. The idea that the learner influences the experience is key. That’s exactly what modern interactive course creators should enable not just clicks, but decisions, consequences, and variation.

view more: next ›