Let us not fool ourselves. AI’s getting faster and smarter by the minute. If Musk is right, nearly all of the human-created knowledge in the world has already transformed into AI’s training data. Almost all the new data that we generate, either through our interactions with AI or in any other digital form, is almost instantaneously gobbled up by AI.

And we, the instructional designers, are caught in a situation.

We know how learning happens, and so we are also quick to realize that AI can be used to create better learning material, faster. However, this increase in quality and speed comes with a caveat, which is, prolonged use of AI can impact our own brain adversely.

The Situation Today

Organizations of all kinds are pivoting to embrace AI, and knowledge-organizations aren’t all that different. They too can see that using AI could help them (euphemistically speaking) “reduce their costs.” This reduction in cost comes from a reduction in the headcount (because fewer employees can now handle what several employees once did,) which in turn means that the employees who are left behind must become adept at using AI.

Using AI vs. Using AI:

Yes, you read it right. Indiscriminate use of AI may result in brain lethargy or “cognitive debt,” which could zombify us. This, in turn, could render us perfectly incapable of “using” the smarter AIs of tomorrow. Do you see how we must guard the health of our minds passionately? Or even those who appear to be in sync today may turn irrelevant tomorrow.

Note: Cognitive debt refers to reduced cognitive abilities – usually as a fallout of the over-use of technology, more specifically AI.

Instructional Designer & AI:

It’s my opinion that anyone with a strong understanding of instructional design and cognitive psychology would be able to design their own work-armor for working with AI. As an ID, I did it. I decided what I’d be using AI for, and what I wouldn’t be using it for. I call it the RAD framework or “The Three Baskets of AI Tasks”. It works because it gives me the freedom to choose what goes into which basket and thus ensuring that I don’t fill any of the baskets with tasks that don’t belong there.

A few months ago, I wrote about the RAD method on LinkedIn, and in my upcoming book, “For the Love of Instructional Design“, I discuss it in detail. I believe that anyone who uses AI, must review the tasks they do with AI. It’s important to compartmentalize.

A Recommendation for Instructional Designers:

  • If your job requires you to use AI, use it. Let’s be direct. You don’t have a choice. If you want to keep that job, you’ll need to work, maybe, three times faster. Because if you don’t, someone else will.
  • Develop your own methods for using AI efficiently. Observe your interactions with AI and learn to recognize what works. Build your own frameworks that enable you to communicate with AI faster and more accurately. Do all that is required to stay relevant and viable.
  • Don’t use AI for getting “all” your writing done. “Writing” is a special skill, which develops our cognitive skills. Come to think of it, even AI “thinks” by guessing the next word.

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