Discussing The AI-Powered Future Of eLearning And “Unconventional” Instructional Design Approaches
Theodosis Karageorgakis is an award-winning Educational Technologist who is the founder of Educraft.tech and a Learning Designer and Developer for CARDET LTD. He makes it his mission to create memorable eLearning solutions and has been passionate about developing quality Instructional Design and eLearning for schools, organizations, and universities since 2015. Today, he speaks with us about underrated tools, demonstrating the value of eLearning, and maximizing emerging technologies.
One of your professional passions is innovative EdTech. What do you think is the most underutilized or underrated tool in the field, and why?
Serious games are the most underutilized and underrated tools in the field. If developed right, they can offer a staggering learning experience. By seamlessly blending scenarios and simulations, they can create unique learning experiences. Besides, nothing captivates people quite like games do, right? The potential of using them to train people in various industries, from management to sales, is high. Serious games can effectively teach knowledge and skills, making the learning process enjoyable at the same time.
Unfortunately, it’s hard for companies and institutions to tap into this goldmine. Developing serious games requires significant time and investment, making it challenging for many organizations to allocate funds for specialized game development studios.
Is there a common misconception or myth that you believe prevents organizations from fully leveraging eLearning solutions/software to bridge gaps and achieve business objectives?
It’s a matter of perspective. The issue is twofold, and it involves both organizations and Instructional Designers. Several organizations fail to recognize the value of training, despite often incorporating L&D departments. They often prioritize pending tasks and heavy workloads, not seeing the benefit of investing time in training that takes employees away from their immediate responsibilities. Consequently, they don’t allocate a sufficient budget for creating effective learning solutions.
Instructional Designers also play a role in this. Sometimes, due to the reasons mentioned above, they focus on delivering products without considering measurable metrics. If the training isn’t aligned with a business goal that can be quantified, decision-makers higher up the chain won’t be able to see its value. To make a difference, it’s crucial to demonstrate how the training can directly contribute to the organization’s success and help achieve specific objectives. Witnessing the impact is the way to make decision-makers more inclined to invest in L&D.
What is one of your standout eLearning client success stories or design projects?
You know, I’m proud of where I am in my professional journey. I’ve had the opportunity to collaborate on various successful projects, and picking just one standout story is tough. However, if I had to highlight something exceptional, it would be my first fully commercial project for the largest bank in Cyprus. It was also the first time I combined my Instructional Design and eLearning development skills.
This project was memorable because I persuaded the bank’s stakeholders to embrace a scenario-based approach I’m passionate about. You see, instead of following their usual linear presentation style, we took a more engaging route. We created a health and safety training program that captivated everyone involved using real-life scenarios. Despite initial hesitations about this “unconventional” approach, the feedback received was overwhelmingly positive. And the best part? We achieved the business goals we had set out to accomplish.
Is there a recent development project, product launch, or another initiative you would like our readers to know about?
I put my fingers in many pies. Firstly, I hold a senior Learning Designer and Developer position at CARDET, an incredibly successful group of talented individuals. On top of that, I’m also juggling a few other exciting ventures. I run a blog where I regularly share articles and tips, manage a YouTube channel with a fantastic community of 12K subscribers, and oversee a lively Facebook group of 4K people.
But what’s really been capturing my attention lately is the educational carousels that I’ve been sharing on my LinkedIn profile. They’re packed with methodologies, tips, and insights related to eLearning, Instructional Design, Edtech, and AI. The response has been incredible, with people showering me with outstanding feedback. It’s brought me a ton of visibility, opening doors for collaborations. Although It’s been a whirlwind of activity, I love every minute of it!
What excites you most about the future of eLearning design, particularly when it comes to leveraging AI tools?
Until now, our eLearning products were limited in personalization and adaptability capabilities because of technological constraints. The situation is rapidly changing with the advancement of AI models and the new AI-powered tools released daily. We can now offer eLearning products that are more tailored to our learners, improving their overall experience and the value of the training. These tools can help us analyze learners’ performance and provide recommendations and content that automatically adjusts to the learner’s progress and pace. They can also provide adaptive feedback and support, making the learning experience more interactive and engaging. We can even utilize AI tools to adapt a course’s visuals or propose designs for themes.
The possibilities are endless. AI is a colossal step forward compared to what we could achieve in the past. As it continues to evolve and more AI apps become available, we should expect to see more mind-blowing developments in the field of eLearning.
Wrapping Up
A big thanks to Theodosis for taking the time to answer our questions and sharing his insights with the eLI community. You can learn more about Educraft by visiting their website, as well as check out the articles that Theodosis has published on our platform.
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