So, is AI good for us, or not?

Right now, the world stands divided. From the far right to the far left. Some are worried about how a fully developed artificial intelligence could harm humans, while others believe that this would result in enhancing and enriching the current human existence. There are many who are excited about witnessing how the story unfolds.

Let us take the case of a corporate training program being conducted at a scenic destination, where about half the participants are intrinsically motivated to go sightseeing instead of stay- ing in the class because they don't see an immediate application of what they would learn in the training program. However, given some extrinsic motivation (successful completion of the training will result in a bonus), they may be motivated to stay in the class and not go sightseeing.

So, goals get analyzed into objectives, which then may be further broken down into sub-objectives. This breaking down cannot be endless now – or we'll end up with objectives such as "fill the syringe," "load the brush with red color," or even "check the sphygmomanometer."

In other words, where do we stop?

Our desire to know how we performed is innate. When we are successful, we want to find the reasons for our success so that we may replicate them to achieve success again and again, and we want to find out why we failed so that we can weed out those factors that resulted in our failure.

It was at this rather gray moment that Sarah arrived. Dressed in a lily-white tunic and a black and white wrap-around, she had a spring in her step and a bit of day makeup that made her look all sunny and bright.

On a futuristic note, we might soon see some human interventions being replaced by AI. For instance, the subjective text answers inputted by the learner may be reviewed by AI. AI may also provide comprehensive and relevant constructive feedback on the learner's performance. However, at the time of writing this book, AI is still not entirely trustworthy and it sometimes ends up supplying inaccurate information (a phenonmenon known as hallucination).

On a futuristic note, we might soon see some human interventions being replaced by AI. For instance, the Before sowing the seeds, the farmer must plow the land. The reason behind plowing the land is to turn the soil and aerate it. This helps the roots to be healthier and stronger, and to go deeper into the ground. Similarly, we must prepare the learner's mind to receive new knowledge.

If you want to brew magic for me, visit the city of demographics. Deep underneath lies the long-forgotten city of psychographics.The city of demographics is seen and visited by many, but only the brave dare to find their way into the city where I dwell.

Walk the streets of demographics, observe the signs, and find your way to the city of psychographics.

If the salesperson who had the misfortune of locking horns with the irate customer, exhibited the reflector learning style, they would withdraw themselves, reflect upon the whole interaction, and analyze it from several different perspectives (including the customer's). They won't react or retort, instead, they would try to reason with the annoyed-turned-annoying customer, by attempting to understand their viewpoint.

As the ID of a course or a designer of a training program on how to handle irate customers, you could engage the reflectors among your audience by using the case study method.

She returned the guard's greeting as she swiped her card before navigating through the maze of cubicles to reach her office at the far end. The managers had cabins with glass walls; the executives had cubicles. The cabin was a kind of extrinsic motivation, a reward of sorts with a hidden message. If you don't like people peeking at your screens as they walk past, work hard, mortgage your evenings, swap your family time with extra hours at work, become a manager, and you'll be gifted a semblance of privacy.

At this point, the entire human race stands at a cusp. The process of transferring learning, regardless of the audience or the content type, is going to change drastically. We have two options. Either stick our head in the ground and refuse to acknowledge the changes happening around us, or accept the inevitable and continue to evolve.

The Bannerjis accused Pushkar of being a baje chele who had misled their bhalo shoja mishti meye. The Jains spoke of the Bangali jaadugar- ni who had their son under a spell. Both the mothers had threatened to kill themselves if the duo decided to elope, and the fathers had gnashed their teeth, narrowed their eyes, and tried to intimidate the other with a snarky "dekh lenge."

We know that experiences change us in many ways. They make us wiser, smarter, critical, sometimes judgmental, and so on. When we are with others, we like to share what we know and also learn from the experiences of others. Quite often, we find ourselves questioning why we want to learn something. All this reminds us that we are not a blank slate. We have all sorts of things "written" upon the metaphorical walls of our brains. This prior learning either sup- ports or hampers our learning processes.

A crystal of alum dropped in the muddied waters of her conscience and suddenly everything turned crystal clear. Her path ahead, the challenges she would face, the methods she would employ, everything appeared in front of her neatly packed in little boxes.

Remember that the action verbs that are used while writing objectives at a particular Bloom's level don't exist in watertight compartments. A verb may be used with equal effectiveness for writing objectives at two or more different Bloom's levels. Let us see how a single verb may address objectives at multiple levels.

Since the storyboard is a comprehensive document, it not only provides the development stakeholders with clear directions on what they must do to create each frame of the course, but it also allows a dialogue to exist between the stakeholders.