In a recent exploration of the ethical boundaries of artificial intelligence, OpenAI investigates the potential of responsibly generating not-safe-for-work (NSFW) content. The article by Tom Simonite in Wired highlights OpenAI's efforts to address the significant ethical concerns associated with AI-generated NSFW material, particularly focusing on maintaining age-appropriate contexts. As AI continues to push the limits of content creation, the organization faces crucial questions about consent, privacy, and the implications of blurring real and AI-generated imagery.

As artificial intelligence becomes a part of your design process, it’s shaping how we learn and interact with information. It’s a call to action for LX Designers to reimagine how we create experiences; it’s no longer about traditional reading, or passively watching a video, it’s about engaging with content in a way that is authentic, personalised, and interactive. As you design for current and future students, it’s integral to consider what information they engage with and how they interact to inform your design. The three examples below are experiences I am sharing with you, and I invite you to think about how people around you are engaging with content and rethink how you design.

In our digitally saturated world, as both a parent and aunty, I was thrilled to discover the excitement of the Marvel Live show. Last weekend, I had the pleasure of watching this show with my sons and nephews; and the experience was wonderful. Despite the inherent challenges of keeping young children engaged for nearly two hours, the experience was a resounding success, highlighting the power of live entertainment and shared experiences in todays’ world.

Discover the unexpected connection between cricket and learner experience design in this captivating summer tale. Explore how a parent's commitment to attending cricket matches sparks a profound reflection on engagement and its significance. Uncover insights on how hobbies like sports can shape our learning experiences and connect us to the world of education.

Have you ever been a virtual participant and not be acknowledged? Or, have you been a virtual participant only to log in and not have a way of connecting with your peers? Or, have you been a virtual participant and wanting to engage, but not having the confidence, or felt the face to face contingent was more valued. Our educational landscape has changed and so too must our teaching practices regardless if it is for education or professional purposes. We have shifted from face to face, to online, to hybrid, to hyflex. No longer is it enough to have participants watch a presentation, or watch a lecture, and then engage with the LMS, it is about participation, active engagement, providing opportunities for a two way interaction.

In the rapidly evolving world of education technology, the rise of Artificial Intelligence (AI) has sparked a full spectrum of emotions - from denial and resistance to acceptance and enthusiasm. As AI continues to play a significant role in the design of learner experiences, some designers, accustomed to traditional methods, might find themselves traversing the emotional path defined by the Kübler-Ross model, better known as the five stages of grief.

As the use of technology continues to rise in our daily lives, so too does it in education where it is an integral part of the learning process. Both educators, and learners are relying on technology to aid in the teaching and learning process. Since cyberpsychology studies the impact of technology on human behaviour, it has the potential to help us to understand how technology can be used to improve learning outcomes. With the current discussion around ChatGPT and its' implications, we are seeing how technology can really have a detrimental impact on the teaching and learning process. By understanding cyberpsychology more, we could better understand how students learn in an online environment, or how it can be used to foster collaboration, creativity and/or problem-solving skills.