Why Learning Designers must always rethink their storyboard approachStoryboard templates quietly shape the way instructional designers think. Many still prioritise content production over learning experience. In today’s landscape of AI, modular design, collaboration and time-poor learners, storyboards must evolve. A modern storyboard should act as a thinking tool, not just a production grid. It should make alignment visible, capture duration, encourage experience design and support collaboration and reuse. Updating your template may feel uncomfortable, but it prevents costly redesign later. If your storyboard focuses more on screens than on learner experience, it may be time to iterate again and rethink what your template is teaching you.
Made entirely by humans"Made entirely by humans" is becoming an important reminder of where ideas actually come from. In a world full of AI-generated content, the value sits in human insight, intention and identity, not in avoiding tools altogether. Digital work can never be completely human because technology always plays a role, so the real focus should be on authorship and purpose. For writing and learning design, AI can help refine and edit, but the ideas and direction should stay firmly human-led. When we label work as “made by a person”, we reinforce authenticity, trust and creative ownership while avoiding shallow, unreviewed AI generated content.
Learning as a lived experience, not a content engagement experienceLearning is often mistaken for content engagement, yet meaningful learning comes from lived experience. It grows through action, collaboration, reflection, emotion and application. This post explores why humans learn best through doing, not absorbing, and provides examples from workplace learning, higher education and professional training. It offers practical ways to design lived learning experiences, from scenarios and practice loops to storytelling and peer interaction. As AI accelerates content creation, the real value now lies in designing experiences that build confidence and capability. Learning improves when we focus less on what learners read, and more on what they do.
