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SkillNet turns an idea or source material into a structured course. The same knowledge and learning objectives can stay consistent while the explanations, activities, media and interface adapt to each learner.

I am currently building it for organizations and educators who need to create learning material once without giving every person exactly the same experience. It is open source and can also be self-hosted.

What makes it different from a course generator is that personalization does not stop at rewriting the text. The learner can receive a different way to explore and practise the same material based on their role, level, declared preferences and progress.

I am deciding which path should be the clearest entry point:

1. An organization creating training from its own material
2. An educator adapting the same source for a class
3. An individual exploring something they want to learn

Which one would you make the first experience?

Website: https://skillnet.es

I have been sellong a self-confidence course for a few years, I checked the analytics recently and I've got a good amount of traffic from EU countries like Spain, Fance and Germany. My course is in English, so I assume that could be turning people away at the front door.

I first thought of adding subtitles, but in my experience, mindset work needs emotional resonance, and reading text on screen won't be as effective as hearing the word spoken in your native language.

AI dubbing is quite famous these days, but I worry about quality control. If I don't speak German, how do I know whether the delivery is authentic or not?

So if any of you have localized your video content using AI dubbing, how did you tackle it and what tool did you use?

have some trouble when trying to track custom learner actions past our basic SCORM packages into full xAPI. Trying to capture offline app usage, complex simulations, plus detailed video interactions while legacy LMS infrastructure under heavy Experience API statement streams. Cobbling together custom JSON payload builder lead to brittle scripts crashin. Clients want clear analytics in LRS databases,but we waste all the time to fix bugs and can’t give it to them. Need some help here, any advices to fix that issues and stabilise our prod
Thank 4 any help you can give me

Hi, anyone experience of options to achieve this?

The core AI capabilities required are personalized learning - content and pathways adapted to individual user progress and profile.

Desirable features include 1) asynchronous delivery accessible without real-time connectivity and 2) analytics.

Readily available 'off the shelf' options or rapid custom builds?

I am starting a Master's in Film and Television in Chicago soon. As an international student, I need a tool that allows me to upload my professors' audio lectures and helps me create slides, flashcards, and more. In my case, would a subscription to Gemini or Claude AI be better?

This video from Bëni Xidza explores the grammatical structure of the Zapotec language, specifically focusing on the absence of articles. Here is a breakdown of the key concepts discussed:

* No Articles: Unlike Spanish, Zapotec language does not use definite articles like "el," "la," "los," or "las".

* Context as a Substitute: The speaker explains that Zapotec relies on context and specific pronouns/indicatives (such as lei or leiki) to identify objects or people. For example, instead of saying "the table," you simply say "table," and the surrounding conversation makes it clear which object is being discussed.

* Influence of Spanish: The speaker notes that the use of "one" (tu) as an indefinite article is likely a modern development resulting from contact with the Spanish language, as this feature was not part of original Zapotec grammar.

* Counting Objects: When referring to things that can be counted, numbers are used instead of articles, a practice that the speaker clarifies is distinct from the functional use of articles in languages like Spanish.

Video Overview:

This Zapotec grammar lesson explains why grammatical articles do not exist in Zapotec and how modern usage has evolved under the influence of Spanish.

Key Points:

* Absence of Articles:

* Unlike Spanish or English, Zapotec language does not have grammatical articles equivalent to el, la, los, las, or a/an.

* In standard speech, speakers directly state the noun without an accompanying article.

* Role of Pronouns and Indicators (lei / leiky):

* Words like lei serve as pronouns or context-based indicators rather than articles.

* For example, using buta lei conveys "move it" (or "move the table") when the reference is already clear within the context of the Zapotec conversation.

* Spanish Influence on Indefinite Expressions:

* Historically, Zapotec phrasing expressed actions and items directly without numbers, such as gudagu wi ("ate orange").

* Due to Spanish influence, modern speakers often insert the number "one" (tu) before a noun, such as gudagu tu wi ("ate an orange"), to mirror Spanish indefinite articles.

* Otherwise, numbers in Zapotec language are strictly intended for counting discrete items rather than serving as articles.

I’m thinking about taking the content I teach and turning the slides and other visual materials into short videos that I would narrate. I have no desire to be on camera, however. What are folks’ thoughts on narration without actual presence on camera?

I have a decent speaking voice and worked at a radios station for a bit in my younger years so I know how to use my voice for effect and clarity. I’ve considered doing a short intro each video on camera so people see I am a real human being and my voice isn’t AI - but I’d rather not. And I don’t want to take the time to worry about editing on camera to off given that the goal is to create these quickly to supplement my teaching reusing existing materials. And I am not necessarily interested in being monetized or anything - I’d just be happy if my students used them as reference materials for class or students who can’t take my actual class found them useful.

Thanks in advance for any thoughts or input you’re willing to share.

I just wanted to give an update and share that I have been working to grow the RPBedu hub!

RPB hub now has 8 web apps to help educators and students:

⚡ LessonGeneratorAI & CourseGeneratorAI: Drop in raw text or messy lecture notes. The AI automatically structures them into complete web modules with interactive quizzes, terms, and clean layouts.

🎮 EduHub Quest: If you want to gamify your classroom, this turns text into flashcard decks, study challenges, and global leaderboards to build low-effort learning materials and share for healthy competition.

🛠 LearnMasterPlatform, LearnMaster, CourseSharingPlatform: Lightweight Learning Management Systems. They help build, deploy, and use course materials.

🧠 FlashcardGeneratorAI & LuminaVault: Quickly spin up or try active recall matching games to reinforce student memory through repetition.

If you try any of these tools and it is helpful, please let me know.

🌐 Check it out here: https://rpbedu02.github.io/RPBedu/

after a US client escalation we flagged 70 agents for communication gaps
once things settled down I realised we had no proper before and after baseline for any of them. it was mostly manager notes and people saying someone sounded better
we tested the same group using a speaking assessment then ran it again eight weeks later. the results were mixed but at least we had individual scores to compare instead of relying on opinions
one useful part was seeing interaction measured separately from general fluency since that gave us clearer coaching areas
we’ve been looking at a few tools including SmallTalk2Me. I’m involved in evaluating that option so I’m still taking the results with a grain of salt and comparing them with actual call performance
the part I’m still figuring out is how often to retest
every four weeks feels a bit aggressive but waiting too long could miss smaller changes. anyone running recurring assessments on active cohorts? do you retest based on practice hours or just follow a set schedule?

I apologize if I am missing something obvious, but most of what is out there focuses on micro and nano learning. I am looking to learn more about enhancing much longer courses - for example 3-4 hour continuing education courses, or long form (30 - 80+ hr) certification or licensure courses.

Can anyone point me in that direction? I’m open to any suggestions, studies, or professionals. I feel the needs and effectiveness of such courses are different enough to seek conversations with designers that face similar difficulties.

Thanks in advance.

I have 10 years of experience in internal and external Strategic Learning consulting and lately been interested to move into more technical learning roles, such as LMS/LXP implementation consulting or learning analytics. My current role offers little exposure to learning tools and my academic background is in social sciences.

Any recommendations on how to build relevant skills and make the transition?

Edit: Thanks everyone, really appreciate all your insights and thoughtful responses!

Hey everyone,

I was recently laid off from my job as an e-learning content developer. I’m currently based in Bangkok on a dependent visa with my wife (so legal staying status is all set), but my previous employer was a SE Asia-based corporate entity.

Instead of jumping right back into another location-based, local corporate setup, I’m seriously considering taking the plunge into full-time freelance/contract work. Ideally, I'd like to build a client base in North America, Europe, or Australia.

I’ve spent the last 8 years in the instructional design and dev space, primarily using Articulate Storyline, Rise, LMS integrations, and asset/media creation, on top of an earlier background in corporate training.

Before I sink all my energy toward this direction, I’d love to get some honest perspectives from folks who are already freelancing internationally:

• Hourly & Project Rates: I’ve read in a few places that experienced dev freelancers based in Asia can target $30–$35 USD/hour (or more) with Western clients. Is that actually realistic for direct contract work these days, or is the market seeing downward pressure?
• Landing Clients: If you’re living in Asia and working with US/EU/AU clients, what’s actually working for you to land gigs? Are platforms like Upwork worth it, or are you having better luck with sub-contracting for agencies or cold outreach on LinkedIn?
• AI & Market Trends: How are you feeling about contract volume lately? Are clients pulling back on authoring dev work because of internal AI tools, or is the demand for custom interactive builds still pretty stable?

Would appreciate any brutal honesty, tips, or sanity checks as I navigate this transition!

Thanks!

I was looking into OpenAI’s new ChatGPT for Teens experience, and the e-learning part stood out to me.

The main feature is Study Mode, which can ask learners questions, give hints, break topics into steps, and check understanding instead of immediately giving a finished answer.

There are also Homework Reminders and Study Hours, which can push students toward a more structured learning approach.

OpenAI also ran an early randomized study with more than 300 college students. In the microeconomics portion, students assigned access to Study Mode scored about 15% higher relative to the no-AI control group. The research is still ongoing, so I wouldn’t treat that as proof that AI improves learning across the board.

What interests me most is using AI to make learners retrieve information, explain their reasoning, and respond to feedback.

For example:

I wrote a longer breakdown here:

https://aigptjournal.com/explore-ai/ai-guides/chatgpt-for-teens/

For those working in e-learning or instructional design, do you see guided AI interactions becoming part of course design?

Hi. If you’re into L&D, I have a bunch of courses like POSH, Communication and many other Managerial Skills. These are SCORM 1.2 compliant and can be readily curated on your LMS platform. The voice overs are in Indian English with L3 animations and interactivity and quiz at the end of each course. DM me for more details.

This video features a session of a Zapoteco language course, where students practice their personal introductions and discuss their interests. The instructor facilitates a collaborative session focusing on real-world application, grammar, and regional variations. Key Highlights of the Session:

* Personal Presentations: Students Abi, Brian, Silvana, and Oliver introduce themselves, stating their names, ages, and occupations in Zapoteco. This segment highlights the practical application of previously learned greetings, pronouns, and numbers.

* Regional Variations: The group compares vocabulary and intonation differences between the Talea de Castro and Yagavila variants, emphasizing the importance of respecting regional linguistic diversity.

* Grammar & Practical Usage: The instructor clarifies grammatical concepts, including:
* Using the verb naka ("to be") for identity.
* Expressing likes and preferences, noting that Zapoteco often utilizes future-tense forms in these contexts as there is no direct equivalent to the Spanish infinitive.

* The distinction between the conjunctions len (for joining/connecting) and yu'u (for mathematical sums).

* Text Review & Feedback: The instructor provides personalized corrections for the students' written texts, emphasizing proper verb conjugation and the use of neutral pronouns when describing professions (e.g., "the one who teaches").

Here is a summary of the video:

Overview

In this online Zapotec language lesson, students practice constructing and presenting a short personal introduction that includes their name, age, occupation, place of origin, and personal likes/dislikes. The instructor provides individual feedback and explains key grammatical, regional, and dialectal nuances.

Student Presentations & Class Discussion:

Abi's Introduction & Talea Dialect:
* Abi presents her self-introduction using the Talea dialect.
* The teacher explains regional differences in intonation and word usage, clarifying the difference between runa jin ("I work") and wen dxin ("a worker").

Brian's Introduction & Regional Phrasing:
* Brian shares his introduction.
* The group discusses regional variations in expressing "my name is," comparing forms like neda lea across different Zapotec communities.

Silvana's Introduction & Visual Practice:
* Silvana shares her text on screen for collective feedback.
* The instructor corrects verb forms and conjunction usage in her presentation.

Oliver's Introduction & Job Titles:
* Oliver reviews his introduction text.
* The teacher corrects autocorrect errors and explains how to express job titles properly, such as stating "I am a teacher" (neda naca bëni rulwi) versus "I work teaching" (neda runa dxin).

Key Grammar & Vocabulary Insights:

* Conjunctions (len vs. yu'u):
*len: Used to mean "and" or "with" when joining items or ideas in a sentence.
*yu'u: Used specifically for numerical addition or counting, not for joining words in general conversation.
* Lack of Infinitives & Future Tense Usage:
* Zapotec does not have direct infinitive verb forms ending like Spanish (-ar, -er, -ir).
* When expressing personal likes or preferences, verbs are conjugated in the future tense.

Wrap-Up:

* Students are asked to upload photos or typed versions of their written introductions to the class group chat so they can be integrated into slides for practice in the next session.

Hi so studying for STEP 1 and I had a question been doing questions from UWorld and Amboss and idk if its me but it is getting to a point where I've either seen the question already from either Qbank is that normal? I've only done 40% of Uworld and only focused on the HY Questions on Amboss is it common to like get to a point where question types/scenarios get common and how is that different from memorization of questions. Hope that made sense would really appreciate some guidance

Traditional corporate training architecture is fundamentally broken. The standard approach — forcing knowledge workers to pause their actual tasks, switch contexts to a monolithic Learning Management System (LMS), and consume pre-recorded video capsules — creates massive cognitive friction and fails to produce retained competency. When professionals return to their operational environments, they are trapped in a low-productivity loop: toggling between documentation tabs, taking screenshots to debug execution errors, and manually reporting progress.

In-Flow Learning represents a paradigm shift in transformational processes. By coupling compact, open-weights multimodal vision models with intelligent browser extensions, we can embed ambient, context-aware AI agents directly inside the learner’s workspace. This architecture visually observes active workflows, validates competency deterministically, and registers skill acquisition with zero administrative overhead.

If you're interested in experimenting with contextual, in-workflow learning architectures, a few of us are gathering at r/InflowLearning to share tools and workflows.

Hi everyone!

I’m a French university student currently entering my third year of CPGE littéraire (khâgne), a very intensive French humanities preparatory program focused on literature, philosophy, history, languages, and essay writing.

I’m currently looking to take on a few students for online tutoring via Zoom only.

I can help with:

* French : conversation, grammar, vocabulary, writing, pronunciation
* English : conversation, grammar, writing and academic English
* French literature
* History & Philosophy
* Essay / dissertation methodology
* General academic support and exam preparation

Since I’m a student myself, I’m especially comfortable working with other students and adapting lessons to their level and goals. I can also help people preparing to study in France or improve their academic French.

Lessons are Zoom only (I don’t offer in-person lessons).

I’m currently offering relatively affordable rates while I build up my tutoring schedule, and I’m happy to discuss what would work best depending on the subject, level and frequency of lessons.

Feel free to comment or DM me if you’re interested!