Adaptive Learning vs Human Adaptability in AI Era

Is today’s e-learning everything it could be? Most of us who design, build, or support digital learning know the answer is: not always. E-learning has incredible potential, but too often it becomes content delivery rather than meaningful learning, practice, performance support, or behavior change. That’s why we’re excited to welcome Dr. Michael Allen to LDA for a Meet the Author session on his recent book, Rethinking eLearning. Drawing on more than 55 years of experience in teaching, developing, and shaping interactive learning and performance support systems, Michael will join us for a conversation about what works, what doesn’t, and what may be missing in the way we design e-learning today. Join us on July 9 at 2:00 PM ET for a thoughtful conversation about how we can move closer to e-learning that truly supports learning and performance. It’s free to attend! You can find more details and RSVP here: https://lnkd.in/gnJNBVrd

GenAI is making eLearning development faster. But faster doesn’t always mean better. Most L&D teams know this already. You can generate outlines, drafts, scenarios, quizzes, and storyboards in minutes. But the real question is: does the learning actually work? That’s where instructional judgment still matters. This webinar is about using GenAI in a practical, grounded way — not as a replacement for thinking, but as a way to speed up the work that slows teams down. RK Prasad MBA, PhD and Rajesh Damera will walk through 𝗖𝗼𝗺𝗺𝗟𝗮𝗯 𝗜𝗻𝗱𝗶𝗮’𝘀 𝗥𝗮𝗽𝗶𝗱 𝗲𝗟𝗲𝗮𝗿𝗻𝗶𝗻𝗴 𝗗𝗲𝘀𝗶𝗴𝗻 𝗙𝗿𝗮𝗺𝗲𝘄𝗼𝗿𝗸 and explore how teams can use GenAI to: • Scale rapid eLearning production • Reduce review delays and rework • Keep instructional quality intact • Use GenAI responsibly • Move faster without creating more problems later This session is for instructional designers, LXDs, eLearning developers, training managers, L&D managers, and teams responsible for building learning at speed without letting quality slip. 📅 July 09, 2026 ⏰ 10 AM ET #LearningAndDevelopment #InstructionalDesign #eLearning #GenerativeAI #AIinLearning #CorporateTraining #RapidELearning #LearningDesign #WorkplaceLearning #Webinar

What actually goes into building a video-based learning course? The image below is from one of our many recording days while developing our IT Contract Management course 🎥 Filming is the visible part - but what you don’t see is how much work goes into getting each module to feel simple and usable. During the recordings, we work closely with the instructors to land the right level of clarity and precision. That sometimes takes a few attempts. We are very grateful that our content providers are willing to stay in it - even when we ask for “just one more take”… and end up on take 9 or 10. Around the recordings, the work is quite hands-on: ➤ Shaping real situations into short, focused modules ➤ Capturing explanations in a way that is easy to follow and reuse ➤ Building tools and templates that can be applied directly afterwards After the shooting in the studio, the post-production phase begins. This is where we spend time on visuals, animations, and editing to support the content and create a coherent learning experience. Remember that you can see previews and examples of the final product on the C-Learn platform 👇

I once worked for an organization that was going through a massive ramp up and expanding its scope of customer support. This meant that several customer-facing teams would be combined and each one would have to learn 4-5 new products instead of just 1. And it was borderline chaos! So much information was flying at the employees you could literally see their eyes spinning in circles. I swear some couldn't even spell SEM by the time they finished training. There were so many topics to train that the entire training team had to rise to the occasion, each trainer with their own style. Some would read from process documents, some created visual aids with slideshows, some incorporated gamification, and some simply set up time to complete virtual modules on Google AdWords. But here's the kicker - none of them followed this process. Each training was designed with the TRAINER in mind. That trainer's skillsets and preferences guided how the training was created and delivered instead of taking a step back and looking from the learner's perspective. The result? Multiple knowledge gaps, several repeated trainings, decreases in standard metrics, and of course, lower customer satisfaction. Some trainers had more success than others and had the information stick. But if they had stopped to consider how adults learn and the best way to provide information, I'm sure they would have been far more successful and would have experienced far fewer back-steps. The moral of this story is to focus on the LEARNER - not the TRAINER. When you focus on the learner, your natural process will be to consider how learning is understood and retained. When you do this, your organization will be set up for success from Day 1.

After several rounds of introspection, one thing I have clearly understood as a speaker is that, in any CPD session or a lecture, engagement matters the most! Keeping the session interactive makes all the difference. When participants are involved, discussions become meaningful and learning actually sticks. At the same time, we need to ensure that the presentation stayed crisp - minimal text, more aesthetic appeal!! I have found “canva” very useful coz, it helps me keep visuals simple yet effective, which helps me maintain attention throughout. The goal is very simple: no long lectures, no dozing off, just active learning!! At the end of the day, it’s not how much you speak, it’s all about how much you CONNECT!!

Effective learning design is about more than delivering content—it’s about shaping how people understand, engage with, and retain what they learn. That’s why the psychology of learning plays such a critical role in instructional design. You can have a learning experience that is well-written, visually appealing, and thoughtfully structured. But if it doesn’t align with how people actually process information—how attention shifts, what drives focus, and what supports long-term retention—it’s unlikely to have the impact you intended. Designing for learning means designing for the learner’s mind, not just the material.

When online learning rapidly expanded, educators were given platforms, tools, and endless new technology. But as we’ve discussed in previous posts: - technology alone does not create meaningful learning - online tools don’t create meaningful learning... Design does. Too often, instructors were expected to build engaging online experiences without a clear pedagogical framework for interaction, accountability, reflection, and purposeful collaboration. This is one of the problems SOFLA® was built to solve. The framework was intentionally designed to help educators move beyond simply delivering content online toward creating synchronous learning experiences that are structured, interactive, learner-centered, and engaging. Because meaningful online learning requires more than access to tools. It requires intentional instructional design. 📘 The new SOFLA® book launches in one week. #SOFLA #OnlineLearning #InstructionalDesign #EdTech #TeachingOnline #HigherEd

Great to see this ! A big thank you to N R Z Malik for sharing his experience with Mexty. What really stands out is the shift happening in eLearning: 👉 from building content manually 👉 to creating interactive, SCORM-ready experiences in minutes Less time building. This is exactly how learning is evolving 🚀 Hanene Maupas Alexandre Maupas Marva Okili Dominika Kalisz Nathalie R. #EdTech #Elearning #InstructionalDesign #AI #Mexty #SCORM

“Why do some ODL courses feel engaging… while others feel like just uploading notes into an LMS?” One major difference: The learning design behind the course. In Open and Distance Learning, students learn more independently. That means instructional design becomes even more important, and Bloom's Taxonomy plays a critical role. ODL is not simply about: ❌ Uploading slides ❌ Recording long lectures ❌ Adding quizzes at the end Effective ODL courses should intentionally guide learners through different levels of thinking: ✅ Understand concepts ✅ Apply knowledge ✅ Analyse situations ✅ Create solutions Bloom’s helps IDs and lecturers design courses with: • Clear learning outcomes • Meaningful activities • Interactive learning experiences • Assessments aligned to cognitive levels Without proper learning design, ODL can easily become passive content consumption. But when designed well, ODL can become: 💡 Flexible 💡 Interactive 💡 Learner-centred 💡 Outcome-driven Good ODL is not about putting content online. It is about designing meaningful learning experiences online. #InstructionalDesign #ODL #OpenDistanceLearning #BloomTaxonomy #Elearning #LearningDesign #HigherEducation #EdTech #OnlineLearning

Digital books play an important role in digital education. They enable publishers and institutions to create engaging, interactive learning experiences that combine structured content, multimedia, hotspots, activities and connected learning pathways. But digital books are not static. Content evolves continuously through: • Curriculum updates • New editions • Corrections and improvements • Accessibility enhancements • Additional learning resources and activities That is why having a clear, accurate and efficient process for editing and updating digital books is so important. 𝗪𝗵𝘆 𝗲𝗳𝗳𝗶𝗰𝗶𝗲𝗻𝘁 𝗱𝗶𝗴𝗶𝘁𝗮𝗹 𝗯𝗼𝗼𝗸 𝘂𝗽𝗱𝗮𝘁𝗲�� 𝗺𝗮𝘁𝘁𝗲𝗿 For publishers and institutions, streamlined update workflows help: • Maintain consistency across products and learning experiences • Reduce repetitive manual work • Accelerate editorial and production cycles • Improve quality control and accuracy • Keep learning materials aligned across platforms • Deliver updates to learners faster and more reliably 𝗛𝗼𝘄 𝗔𝘃𝗮𝗹𝗹𝗮𝗶𝗻 𝗔𝘂𝘁𝗵𝗼𝗿 𝘀𝘂𝗽𝗽𝗼𝗿𝘁𝘀 𝘁𝗵𝗲 𝗽𝗿𝗼𝗰𝗲𝘀𝘀 With Avallain Author, our flexible, AI-powered authoring tool, teams can manage existing digital books through an intuitive workflow designed for efficient content maintenance at scale. How this works in quick steps: • Open the existing digital book • Update the source content • Review hotspots and solution pages • Check metadata and table of contents • Preview, save and republish the updates 𝗧𝗵𝗲 𝘀𝗲𝗮𝗺𝗹𝗲𝘀𝘀 𝗶𝗻𝘁𝗲𝗴𝗿𝗮𝘁𝗶𝗼𝗻 𝗯𝗲𝘁𝘄𝗲𝗲𝗻 𝗔𝘃𝗮𝗹𝗹𝗮𝗶𝗻 𝗔𝘂𝘁𝗵𝗼𝗿 𝗮𝗻𝗱 𝗔𝘃𝗮𝗹𝗹𝗮𝗶𝗻 𝗠𝗮𝗴𝗻𝗲𝘁 The seamless integration between Avallain Author and Avallain Magnet, our peerless, AI-enhanced LMS, extends this workflow even further. Updated digital books can be quickly reflected in published learning experiences, including Digital Book Experience (DBX) courses. This empowers publishers and institutions to maintain accurate and consistent learner-facing experiences across both content creation and course delivery environments, without rebuilding learning structures from scratch. Explore the carousel below for a quick overview of how to edit and update digital books in Avallain Author. 𝗟𝗲𝗮𝗿𝗻 𝗺𝗼𝗿𝗲 𝗮𝗯𝗼𝘂𝘁 𝗔𝘃𝗮𝗹𝗹𝗮𝗶𝗻 𝗔𝘂𝘁𝗵𝗼𝗿: https://lnkd.in/e-Ks8Ye8 𝗟𝗲𝗮𝗿𝗻 𝗺𝗼𝗿𝗲 𝗮𝗯𝗼𝘂𝘁 𝗗𝗶𝗴𝗶𝘁𝗮𝗹 𝗕𝗼𝗼𝗸𝘀: https://lnkd.in/dXqZQMJy #AvallainAuthor #DigitalBooks #DBX #DigitalLearning #EdTech #AvallainMagnet